UTES MATH CURRICULUM PLANNING GUIDE 3rd GRADE
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Introduction: Incorporating how unit it set up with readiness standard(s) as key (anchors) to unit and supporting standards build from there. Living document.
3.1(A)
3.1(B)
3.1(C)
3.1(D)
3.1(E)
3.1(F)
3.1(G)
Apply mathematics
to problems arising
in everyday life,
society, and
the workplace
Use a problem‐solving
model that incorporates
analyzing given information,
formulating a plan or
strategy, determining a
solution, justifying the
solution, and evaluating the
problem‐solving process
and the reasonableness of
the solution
Select tools, including real
objects, manipulatives,
paper and pencil, and
technology as appropriate,
and techniques, including
mental math, estimation,
and number sense as
appropriate, to solve
problems
Communicate mathematical
ideas, reasoning, and their
implications using multiple
representations, including
symbols, diagrams, graphs,
and language as
appropriate
Create and use
representations to
organize,
record, and commu
nicate
mathematical ideas
Analyze mathematical
relationships to connect
and communicate
mathematical ideas
Display, explain, and justify
mathematical ideas and
arguments using precise
mathematical language in
written or oral
communication
UTES MATH CURRICULUM PLANNING GUIDE 3rd GRADE
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*Indicates Readiness Standards
Unit
Reporting
TEKS
Category
What does this standard mean at UTES?
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3.2(D) Compare and order whole numbers
up to 100,000 and represent comparisons
using the symbols >, <, or =
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3.2(B) Describe the mathematical
relationships found in the base‐10 place
value system through the hundred
thousands place
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Explain that the position of a number determines
the value of that number.
3.2(C) Represent a number on a number
line as being between two consecutive
multiples of 10; 100; 1,000; or 10,000 and
use words to describe relative size of
numbers in order to round whole numbers
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Correctly place numbers on a number line.
Identify unknown points on a number line by
following a pattern.
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Count money.
1.
3.2(A) Compose and decompose numbers
up to 100,000 as a sum of so many ten
thousands, so many thousands, so many
hundreds, so many tens, and so many ones
using objects, pictorial models, and
numbers, including expanded notation as
appropriate
Numerical Representations and Relationships
3. Financial Literacy
1: Numeration
(5 days)
3.4(C) Determine the value of a collection of
coins and bills
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Represent numbers in expanded notation.
Translate numbers from expanded notation to
standard notation.
Create models using both manipulatives and
pictures to represent numbers.
Organize numbers up to 100,000 from least to
greatest and greatest to least.
Use >, <, or = to describe sets of numbers up t0
100,000.
Vocabulary
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Expanded
Notation
Standard
Notation
Greater than
Less than
Equivalent
Consecutive
Value
Manipulatives
Models
Resources
UTES MATH CURRICULUM PLANNING GUIDE 3rd GRADE
UTES LOGO
TEKS
The student will be able to…
2
Computations and
Algebraic Relationships
2: Adding and Subtracting Whole Numbers
(15days)
3.4(A) solve with fluency one‐
step and two-step problems involving
addition and subtraction within 1,000 using
strategies based on place value, properties
of operations, and the relationship
between addition and subtraction
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3.5(A) Represent one‐ and two‐step
problems involving addition and
subtraction of whole numbers to 1,000
using pictorial models, number lines, and
equations
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3.4(B) Round to the nearest 10 or 100 or
use compatible numbers to estimate
solutions to addition and subtraction
problems
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3.4(E) Represent multiplication facts by
using a variety of approaches such as
repeated addition, equal‐sized groups,
arrays, area models, equal jumps on a
number line, and skip counting
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Determine whether a word problem requires
addition or subtraction to solve.
Develop a plan for solving one-step and two-step
problems.
Solve using problems addition and subtraction.
Explain that if 5+7=12, then in the problem 12-X=5,
x must be equal to 7.
Create physical representation of addition and
subtraction problems.
Draw a picture to prove the solution to a math
problem.
Write a written explanation of the steps used to
round a number to the nearest 10 or 100.
Use a number line to find the nearest 10 or 100 to a
given number.
Use compatible numbers or rounding to estimate
solutions to problems.
Explain that multiplication means creating equal
groups.
Draw an array to represent a given multiplication
problem.
Describe how to solve a multiplication problem
using repeated addition.
Skip count to discover multiplication facts.
Vocabulary
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Place value
Sum
Difference
How many
more
How many left
Estimate
Round
Compatible
numbers
Solution
Product
Multiply
Skip count
Repeated
addition
Array
UTES MATH CURRICULUM PLANNING GUIDE 3rd GRADE
UTES LOGO
TEKS
The student will be able to…
3.4(K) Solve one‐step and two‐
step problems involving multiplication
and division within 100 using strategies
based on objects; pictorial models,
including arrays, area models, and equal
groups; properties of operations; or recall
of facts
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3.5(B) Represent and solve one‐ and
two‐step multiplication and division
problems within 100 using arrays, strip
diagrams, and equations
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2
Computations and
Algebraic Relationships
3: Multiplication Meaning, Facts, and Patterns
Review
(16 days)
3.4(D) Determine the total number of
objects when equally sized groups of objects
are combined or arranged in arrays up
to 10 by 10
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Determine when a word problem requires
multiplication to solve.
Develop a plan for solving one-step and two-step
multiplication problems.
Solve one and two-step multiplication problems
using various strategies.
Recall multiplication facts up to 12.
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Create models to represent multiplication
problems.
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Solve multiplication problems using an array.
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3.4(F) Recall facts to multiply up to 10 by 10
with automaticity and recall the
corresponding division facts
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Recall multiplication facts up to 12.
Create fact families for a given multiplication
problem e.g. if 5x2=10, then 2x5=10, and 10÷2=5,
10÷5=2
3.4(G) Use strategies and algorithms,
including the standard algorithm, to multiply
a two‐digit number by a one‐digit number.
Strategies may include mental math, partial
products, and the commutative, associative,
and distributive properties
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Find solutions to one by one and two by one
multiplication problems using the standard
algorithm.
Use strategies including partial products method to
solve and check solutions to multiplication
problems.
3.5(C) Describe a multiplication expression
as a comparison such as 3 x 24 represents
3 times as much as 24
Vocabulary
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Demonstrate a solid conceptual understanding of
what it means to multiply something by building a
model, drawing a picture, and/or creating a written
explanation.
Multiplication
Multiply
Product
Partial product
Array
Fact family
Standard
algorithm
Communicative
property
Distributive
property
Associative
property
Mental math
Model
Strip diagram
Operations
UTES MATH CURRICULUM PLANNING GUIDE 3rd GRADE
UTES LOGO
TEKS
The student will be able to…
3.4(K) Solve one‐step and two‐
step problems involving multiplication
and division within 100 using strategies
based on objects; pictorial models,
including arrays, area models, and equal
groups; properties of operations; or recall
of facts
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3.5(B) Represent and solve one‐ and
two‐step multiplication and division
problems within 100 using arrays, strip
diagrams, and equations
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Differentiate between problems which require
division and those that require multiplication.
Determine when a word problem requires division
to solve.
Develop a plan for solving one-step and two-step
division problems.
Solve one and two-step division problems using
various strategies.
Create models to represent dvision problems.
Vocabulary
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2
Computations and
Algebraic Relationships
1: Division Meaning, Facts, and Patterns
(18days)
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3.4(F) Recall facts to multiply up to 10 by 10
with automaticity and recall the
corresponding division facts
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Recall multiplication and corresponding division
facts up to 12.
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Explain in writing how to use division to determine
whether a number is odd or even.
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3.4(J) Determine a quotient using the
relationship between multiplication and
division
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Solve for quotients using multiplication facts.
Use a fact family to find the solution to a division or
multiplication problem.
3.5(D) Determine the unknown whole
number in a multiplication or division
equation relating three whole numbers
when the unknown is either a missing factor
or product
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Complete a fact family for any given multiplication
or division fact.
Use fact families to find missing information in an
equation.
Explain orally that because 3x2=6 then when 6÷x=3,
x MUST be 2.
Solve for an unknown factor using fact families.
3.4(I) Determine if a number is even or odd
using divisibility rules
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Division
Divide
Quotient
Multiplication
Multiply
Product
Partial product
Array
Fact family
Standard
algorithm
Communicative
property
Distributive
property
Associative
property
Mental math
Model
Strip diagram
Operations
UTES MATH CURRICULUM PLANNING GUIDE 3rd GRADE
UTES LOGO
TEKS
The student will be able to…
3.4(K) Solve one‐step and two‐
step problems involving multiplication
and division within 100 using strategies
based on objects; pictorial models,
including arrays, area models, and equal
groups; properties of operations; or recall
of facts
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3.4(G) Use strategies and algorithms,
including the standard algorithm, to multiply
a two‐digit number by a one‐digit number.
Strategies may include mental math, partial
products, and the commutative, associative,
and distributive properties
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2
Computations and
Algebraic Relationships
2: Multiplying 2x1
(10 days)
3.5(C) Describe a multiplication expression
as a comparison such as 3 x 24 represents 3
times as much as 24
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Determine when a word problem requires
multiplication to solve.
Develop a plan for solving one-step and two-step
multiplication problems.
Solve one and two-step multiplication problems
using various strategies.
Vocabulary
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Use the standard algorithm to multiply a two-digit
number by a one-digit number.
Explain orally the communicative, associative, and
distributive properties.
Demonstrate a solid conceptual understanding of
what it means to multiply something by building a
model, drawing a picture, and/or creating a written
explanation.
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Multiplication
Multiply
Product
Partial product
Array
Fact family
Standard
algorithm
Communicative
property
Distributive
property
Associative
property
Mental math
Model
Strip diagram
Operations
UTES MATH CURRICULUM PLANNING GUIDE 3rd GRADE
UTES LOGO
TEKS
3.4(K) Solve one‐step and two‐
step problems involving multiplication
and division within 100 using strategies
based on objects; pictorial models,
including arrays, area models, and equal
groups; properties of operations; or recall
of facts
3.5(A) Represent one‐ and two‐step
problems involving addition and
subtraction of whole numbers to 1,000
using pictorial models, number lines, and
equations
2
Computations and
Algebraic Relationships
Unit 3, Part 1: Patterns and Equations
(12 days)
3.5(B) Represent and solve one‐ and
two‐step multiplication and division
problems within 100 using arrays, strip
diagrams, and equations
3.5(E) Represent real‐world relationships
using number pairs in a table and verbal
descriptions
3.5(D) Determine the unknown whole
number in a multiplication or division
equation relating three whole numbers
when the unknown is either a missing factor
or product
The student will be able to…
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Determine whether a word problem requires
addition, subtraction, multiplication, or division to
solve.
Develop a plan for solving one-step and two-step
problems.
Solve using problems addition, subtraction,
multiplication, and division.
Develop models for addition, subtraction,
multiplication, and division problems.
Use models and other strategies to solve addition,
subtraction, multiplication, and division problems.
Create an array based on a problem.
Find patterns in number sets.
Determine the relationship between two numbers
in a table (+, -, x or ÷).
Design a table with content that follows a pattern.
Continue an established pattern.
Complete a fact family for any given multiplication
or division fact.
Use fact families to find missing information in an
equation.
Explain orally that because 3x2=6 then when 6÷x=3,
x MUST be 2.
Vocabulary
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Pattern
Table
Array
Model
Number pairs
Extrapolate
UTES MATH CURRICULUM PLANNING GUIDE 3rd GRADE
UTES LOGO
TEKS
3.3(A) Represent fractions greater than zero
and less than or equal to one with
denominators of 2, 3, 4, 6, and 8 using
concrete objects and pictorial models,
including strip diagrams and number lines
The student will be able to…
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1.
3.3(B) Determine the corresponding fraction
greater than zero and less than or equal to
one with denominators of 2, 3, 4, 6, and 8
given a specified point on a number line
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Unit 3, Part 2: Fractions 1
(10 days)
Numerical Representations and Relationships
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Determine the numerator in a model by counting
the number parts that are being discussed/used.
Determine the denominator by counting the total
number of pieces.
Build models, and draw pictures to represent a
given fraction.
Explain to a partner that whole numbers can be
broken into parts, and the number of parts
becomes the denominator for a fraction. Fractions
are used to represent parts of a whole.
Explain that whole numbers get broken into equal
parts.
Label a given point between whole numbers.
Count the spaces between whole numbers to
determine the denominator.
3.3(C) Explain that the unit fraction 1/b
represents the quantity formed by one part
of a whole that has been partitioned into b
equal parts where b is a non‐zero whole
number
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Explain the following: a fraction represents a whole
number that is divided into equal parts. The
bottom number tells how many parts in was
divided into and the top number shows how many
parts are shown.
3.3(D) Compose and decompose a fraction
a/b with a numerator greater than zero and
less than or equal to b as a sum of parts 1/b
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Understand that fractions can be split apart and put
together, e.g. 2/3= 1/3+1/3 or 3/5=1/5+1/5+1/5
Put fractions together to make larger fractions.
3.7(A) Represent fractions of halves, fourths
, and eighths as distances from zero on a nu
mber line
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Explain that a fraction on a number line tells how
far a point is from zero. To find the denominator
you count the spaces between zero and one. The
numerator is how far the point is from zero.
Vocabulary
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Whole Number
Part
Fraction
Numerator
Denominator
Half
UTES MATH CURRICULUM PLANNING GUIDE 3rd GRADE
UTES LOGO
TEKS
The student will be able to…
2.
3.3(F) Represent equivalent fractions with
denominators of 2, 3, 4, 6,and 8 using
a variety of objects and pictorial models,
including number lines
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3.3(H) Compare two fractions having the
same numerator or denominator in
problems by reasoning about their sizes
and justifying the conclusion using symbols,
words, objects, and pictorial models
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Unit 1: Fractions 2
(10 days)
Numerical Representations and Relationships
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Discuss that having 2/4 of something is the same as
having ½ because the amount you have doesn’t
change. The difference is the size of the pieces.
Draw models of equivalent fractions.
Demonstrate their understanding of equivalent
fractions using manipulatives.
Compare and order fractions with the same
denominator by comparing their numerator.
Compare and order fractions with the same
numerator by looking at their denominator.
Compare fractions with the same denominator
using <,>, and =.
Justify comparisons by creating physical and
pictorial models.
3.3(E) Solve problems involving partitioning
an object or a set of objects among two or
more recipients using pictorial
representations of fractions with
denominators of 2, 3, 4, 6, and 8
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Solve problems involving fractions using models.
3.3(G) Explain that two fractions are
equivalent if and only if they are both
represented by the same point on the
number line or represent the same portion
of a same size whole for an area model
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Understand that ½ and 2/4 can represent the same
point on a number line, or the same amount of pie
eaten, or the same part of a model.
Vocabulary
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Whole Number
Part
Fraction
Numerator
Denominator
Half
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UTES MATH CURRICULUM PLANNING GUIDE 3rd GRADE
3.6(A) Classify and sort two‐ and three‐
dimensional figures, including cones,
cylinders, spheres, triangular and
rectangular prisms, and cubes, based on
attributes using formal geometric
language
Unit 2: Shapes, Solids, Perimeter & Area
3.6(B) Use attributes to recognize
rhombuses, parallelograms, trapezoids,
rectangles, and squares as examples of
quadrilaterals and draw examples of
quadrilaterals that do not belong to any of
these subcategories
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Find 2-D and 3-D shapes in everyday life.
Describe 2-D and 3-D shapes using formal
geometric language, e.g. the Earth is a sphere, a
ball is a sphere, a lunchbox is a rectangular prism,
etc.
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Explain that there are many different kinds of
quadrilaterals
Recognize and label quadrilaterals based on their
characteristics.
Create a unique quadrilateral.
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UTES LOGO
UTES MATH CURRICULUM PLANNING GUIDE 3rd GRADE
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