ROCKY FORD CURRICULUM GUIDE
SUBJECT: Math
Grade Level
Expectation
Evidence Outcome
1.The whole number
system describes place
value relationships and
forms the foundation for
efficient algorithms
1. Use place value and properties
of operations to perform multidigit arithmetic.
i. Use place value to round
whole numbers to the nearest
10 or 100. M
ii.
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. M
Using money notation, add and
subtract commonly used decimals
in which sums and differences
should not exceed $10.00.
Read, write, and order
numerals 0 - 9,999.
TIMELINE: 1st Quarter
GRADE: 3rd
Count within 1000.
Student-Friendly
Learning Objective
Level of
Thinking
We will round whole
numbers to the nearest
10’s or 100’s place.
Appl
We will add and subtract
2 and 3 digit numbers,
with and without
regrouping.
Appl
Place value mats,
Strong arm Smart board
lesson, number line,
hundred’s chart,
Academic
Vocabulary
place value:
ones, tens,
hundreds,
thousands, and ten
thousands
value
Place value blocks, place
value mats
round, estimate
sum, difference,
regroup, borrow,
carry
We will add and subtract
commonly used decimals
used in which sums and
differences should not
exceed $10.00.
Know
We will count within 1000.
Know
Read and write numbers to 1000
using base-ten numerals, number
names, and expanded form.
We will read and write
numbers to 1000 using
base-ten numerals,
number names, and
expanded formation.
Compare two three-digit numbers
based on meanings of the
hundreds, tens, and ones digits,
using >, =, and < symbol to record
the results of comparisons.
We will compare two
three-digit numbers
based on meanings of the
hundreds, tens, and ones
digit while using symbols
>, =, and < or words
© Learning Keys, 800.927.0478, www.learningkeys.org
Resource Correlation
Ex: Skip-count by 5s, 10s,
and 100s.
Greater than, equal
to, and less than
Comp
Page 1
ROCKY FORD CURRICULUM GUIDE
SUBJECT: Math
Grade Level
Expectation
TIMELINE: 1st Quarter
GRADE: 3rd
Evidence Outcome
Student-Friendly
Learning Objective
Level of
Thinking
Resource Correlation
Academic
Vocabulary
greater than, equal to, or
less than.
Represent the digits of a three-digit
number as hundreds, tens, and
ones.
3. Multiplication and
division are inverse
operations and can be
modeled in a variety of
ways
d. Solve problems involving the
four operations, and identify and
explain patterns in arithmetic
iii. Assess the reasonableness of
answers using mental
computation & estimation
strategies including rounding.C
iv. Identify arithmetic patterns
(including patterns in the
addition table or multiplication
table), and explain them using
properties of operations.
C
© Learning Keys, 800.927.0478, www.learningkeys.org
We will represent the
digits of a three-digit
number as hundreds,
tens, and ones.
We will determine if an
answer is reasonable by
using mental math and
estimation.
Be will identify and
extend patterns using
addition and subtraction
and explain the rule.
Comp
Analysis
Mental math strategies,
number lines,
Ex: Fluently add and
subtract within 20
using mental
strategies.
Ex: Know from memory all
sums of two one-digit
numbers.
Ex: Use estimation
strategies with whole
numbers prior to
performing the
operations of addition
and subtraction (for
example, front-end
estimation, estimation
by rounding, friendly
numbers, flexible
rounding, clustering).
reasonable,
determine, estimate,
front-end estimation,
rounding, sum,
difference, product,
factor, quotient,
number sentence,
mental math,
explain
pattern, input/
output table, rule,
operation, explain
Appl
Addition table, hundred’s
chart,
Page 2
ROCKY FORD CURRICULUM GUIDE
SUBJECT: Math
Grade Level
Expectation
3. Time and attributes of
objects can be
measured with
appropriate tools
Evidence Outcome
ii.
c. Using concrete
materials or pictures
identify different
combinations of coins up
to $0.99.
Student-Friendly
Learning Objective
a. Solve problems involving
measurement and
estimation of intervals of
time, liquid volumes, and
masses of objects.
i.
3. Multiplication and
division are inverse
operations and can be
modeled in a variety of
ways
TIMELINE: 1st Quarter
GRADE: 3rd
v.
Tell and write time to the
nearest minute. M
Measure time intervals in
minutes. I
Model strategies to
achieve a personal
financial goal using
arithmetic operations. I
Solve word problems involving
dollar bills, quarters, dimes, nickels,
and pennies, using $ and cent sign
symbols appropriately.
Identify whether a given
number is odd or even.
Determine whether a group of
objects (up to 20) has an odd or
even number of members by pairing
objects or counting them by 2s.
© Learning Keys, 800.927.0478, www.learningkeys.org
Level of
Thinking
Comp
We will tell and write time
to the nearest minute.
Resource Correlation
Student clocks,
Appl
We will figure elapsed
time to the nearest
minute.
Student clocks,
We will model how we will
achieve our financial goal
using coins, bills, and
arithmetic operations.
Appl
We will solve word
problems involving dollar
bills, quarters, dimes,
nickels, and pennies,
using $ and cent sign
appropriately.
Appl
We will identify whether a
given number is odd or
even.
Know
We will determine if
groups of objects (up to
20) has an odd or even
number by pairing the
objects or counting them
by 2s.
Appl
Coins, bills,
Social Studies book
Academic
Vocabulary
minute, second,
hour, a.m., p.m.,
quarter after, 15
minutes after, 15
minutes til, quarter
til, half past, 30
minutes after
Model, penny,
nickel, dime,
quarter, half dollar,
dollar
Odd, even
Page 3
ROCKY FORD CURRICULUM GUIDE
SUBJECT: Math
Grade Level
Expectation
TIMELINE: 1st Quarter
GRADE: 3rd
Evidence Outcome
© Learning Keys, 800.927.0478, www.learningkeys.org
Student-Friendly
Learning Objective
Level of
Thinking
Resource Correlation
Academic
Vocabulary
Page 4