Grade 3
Mathematics
Curriculum Guide
Bay District Schools
Florida Standards
Unit/Big Idea
Pacing
Date(s)
Use Multiplication Facts
Number Operations in Base Ten
7 days
Oct 23- 31
Florida Standard(s)
MAFS.3.OA.4.9
Identify arithmetic
patterns (including
patterns in the addition
table or multiplication
table), and explain
them using properties
of operations. For
example, observe that
4 times a number is
always even, and
explain why 4 times a
number can be
decomposed into two
equal addends.
MAFS.3.OA.1.4
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
Domain/Big Idea
Essential Question(s)
Vocabulary
Instructional Resources
Operations and
Algebraic Thinking
1. What are some ways you can
describe a pattern in a table?

pattern
Lesson 5.1 – Algebra-Describe
Patterns
Operations and
Algebraic Thinking
2. How can you use an array or a
multiplication table to find an
unknown factor?



equation
array
commutative
property of
multiplication
factor
product
Lesson 5.2 – Algebra – Find
Unknown Factors
BDS Division of Teaching and Learning


Curriculum Guide 2014-15
2
Florida Standard(s)
Domain/Big Idea
Essential Question(s)
Vocabulary
Instructional Resources
equations 8 × ? = 48, 5
= [] ÷ 3, 6 × 6 = ?.
MAFS.3.NBT.1.3
Number Operations in
Base Ten
Use multiplication and
division within 100 to
solve word problems in
situations involving
equal groups, arrays,
and measurement
quantities, e.g., by
using drawings and
equations with a
symbol for the unknown
number to represent
the problem.
MAFS.3.NBT.1.3
Number Operations in
Base Ten
Use multiplication and
division within 100 to
solve word problems in
situations involving
equal groups, arrays,
and measurement
quantities, e.g., by
using drawings and
equations with a
symbol for the unknown
number to represent
the problem.
MAFS.3.NBT.1.3
Use multiplication and
division within 100 to
solve word problems in
situations involving
Number Operations in
Base Ten
BDS Division of Teaching and Learning
3. How can you use the strategy
draw a diagram to multiply with
multiples of 10?

distributive
property
Lesson 5.3 – Problem Solving –
Use the Distributive Property
***Include problems with context
and WITHOUT context.
4. What strategies can you use to
multiply with multiples of 10?



multiple
place value
tens
Lesson 5.4 – Multiplication
Strategies with Multiples of 10
5. How can you model and record
multiplying multiples of 10 by 1
digit whole numbers?


hundreds
ones
Lesson 5.5 – Multiply Multiples of
10 by 1 Digit Numbers
Curriculum Guide 2014-15
3
Florida Standard(s)
Domain/Big Idea
Essential Question(s)
Vocabulary
Instructional Resources
equal groups, arrays,
and measurement
quantities, e.g., by
using drawings and
equations with a
symbol for the unknown
number to represent
the problem.
Formative Assessment Options








CPALMS Packages of 50
CPALMS Multiplying by Multiples of Ten
CPALMS Just Add A Zero
CPALMS How Are These Two Problems Related?
CPALMS Fluency with Multiplication
CPALMS Using Flexible Strategies
CPALMS Patterns Within the Multiplication Table
School/Grade/Teacher Created
BDS Division of Teaching and Learning
Summative Assessment Options


Go Math! Assessment
School/Grade/Teacher Created
Curriculum Guide 2014-15
4
Unit/Big Idea
Represent and Solve Problems Using Multiplication and Division
Solve Problems Involving the Four Operations, and Identify and Explain Patterns in
Arithmetic
Understand Properties of Multiplication and the Relationship Between Multiplication and
Division
Multiply and Divide Within 100
Florida Standard(s)
MAFS.3.OA.1.3
Domain/Big Idea
Operations and
Algebraic Thinking
Use multiplication and
division within 100 to
solve word problems in
situations involving
equal groups, arrays,
and measurement
quantities, e.g., by
using drawings and
equations with a
symbol for the unknown
number to represent
the problem.
MAFS.3.OA.1.2
Operations and
Interpret whole-number Algebraic Thinking
quotients of whole
numbers, e.g., interpret
56 ÷ 8 as the number of
objects in each share
when 56 objects are
partitioned equally into
8 shares, or as a
number of shares when
56 objects are
BDS Division of Teaching and Learning
Essential Question(s)
Vocabulary
1. How can you solve the strategy
act it out to solve problems with
equal groups?
2. How can you model a division
problem to find how many in
each group?
Curriculum Guide 2014-15
Pacing
Date(s)
11 days
November 3-18
Instructional Resources
Lesson 6.1
Problem Solving – Model Division


divide
equal groups
Lesson 6.2
Size of Equal Groups
****Lesson focus should be on
students drawing the equal groups
to match the context.
5
Florida Standard(s)
Domain/Big Idea
Essential Question(s)
Vocabulary
Instructional Resources
partitioned into equal
shares of 8 objects
each. For example,
describe a context in
which a number of
shares or a number of
groups can be
expressed as 56 ÷ 8.
MAFS.3.OA.1.2
Interpret whole-number
quotients of whole
numbers, e.g., interpret
56 ÷ 8 as the number of
objects in each share
when 56 objects are
partitioned equally into
8 shares, or as a
number of shares when
56 objects are
partitioned into equal
shares of 8 objects
each. For example,
describe a context in
which a number of
shares or a number of
groups can be
expressed as 56 ÷ 8.
MAFS.3.OA.1.2
Operations and
Algebraic Thinking
3. How can you model a division
problem to find how many equal
groups?
Operations and
4. How can you use bar models to
solve division problems?
Interpret whole-number Algebraic Thinking
quotients of whole
numbers, e.g., interpret
56 ÷ 8 as the number of
objects in each share
when 56 objects are
partitioned equally into
8 shares, or as a
BDS Division of Teaching and Learning
Lesson 6.3
Number of Equal Groups
****Lesson focus should be on
drawing the number of groups to
match the context.



dividend
divisor
quotient
Lesson 6.4
Model with Bar Models
***Bar model problems can be
omitted, teach “Write a division
equation for the picture.”
Curriculum Guide 2014-15
6
Florida Standard(s)
Domain/Big Idea
Essential Question(s)
Vocabulary
Instructional Resources
number of shares when
56 objects are
partitioned into equal
shares of 8 objects
each. For example,
describe a context in
which a number of
shares or a number of
groups can be
expressed as 56 ÷ 8.
MAFS.3.OA.1.3
Operations and
Algebraic Thinking
Use multiplication and
division within 100 to
solve word problems in
situations involving
equal groups, arrays,
and measurement
quantities, e.g., by
using drawings and
equations with a
symbol for the unknown
number to represent
the problem.
MAFS.3.OA.1.3
Operations and
Algebraic Thinking
Use multiplication and
division within 100 to
solve word problems in
situations involving
equal groups, arrays,
and measurement
quantities, e.g., by
using drawings and
equations with a
symbol for the unknown
number to represent
the problem.
BDS Division of Teaching and Learning
5. How is division related to
subtraction?
Lesson 6.5
Algebra – Relate Subtraction and
Division
***Consider a vertical model for
repeated subtraction rather than
the horizontal model presented in
the book. Number line model can
be omitted to save time.
6. How can you use arrays to solve
division problems?
Curriculum Guide 2014-15

array
Lesson 6.6
Model with Arrays
7
Florida Standard(s)
MAFS.3.OA.2.6
Understand division as
an unknown-factor
problem. For example,
find 32 ÷ 8 by finding
the number that makes
32 when multiplied by
8.
MAFS.3.OA.3.7
Fluently multiply and
divide within 100, using
strategies such as the
relationship between
multiplication and
division (e.g., knowing
that 8 × 5 = 40, one
knows 40 ÷ 5 = 8) or
properties of
operations. By the end
of Grade 3, know from
memory all products of
two one-digit numbers.
MAFS.3.OA.2.5
Domain/Big Idea
Essential Question(s)
Vocabulary
Instructional Resources
Operations and
Algebraic Thinking
7. How can you use multiplication
to divide?

inverse
operations
Lesson 6.7
Algebra – Relate Multiplication and
Division
Operations and
Algebraic Thinking
8. How can you write a set of
related multiplication and
division facts?



related facts
factor
product
Lesson 6.8
Algebra – Write Related Facts
Operations and
9. Algebra- Division Rules for 1 and
0.

identity
property of
multiplication
Lesson 6.9
Algebra – Division Rules for 1 and
0
Algebraic Thinking
Apply properties of
operations as
strategies to multiply
and divide. Examples:
If 6 × 4 = 24 is known,
then 4 × 6 = 24 is also
known. (Commutative
property of
multiplication.) 3 × 5 ×
2 can be found by 3 × 5
= 15, then 15 × 2 = 30,
or by 5 × 2 = 10, then 3
× 10 = 30. (Associative
BDS Division of Teaching and Learning
Curriculum Guide 2014-15
8
Florida Standard(s)
Domain/Big Idea
Essential Question(s)
Vocabulary
Instructional Resources
property of
multiplication.) Knowing
that 8 × 5 = 40 and 8 ×
2 = 16, one can find 8 ×
7 as 8 × (5 + 2) = (8 ×
5) + (8 × 2) = 40 + 16 =
56. (Distributive
property.)
Formative Assessment Options






CPALMS How Are These Two Problems Related?
CPALMS Using Flexible Strategies
CPALMS Fluency with Multiplication
CPALMS Fluency with Division
CPALMS Using Multiplication to Solve Division Problems
School/Grade/Teacher Created
BDS Division of Teaching and Learning
Summative Assessment Options


Go Math! Assessment
School/Grade/Teacher Created
Curriculum Guide 2014-15
9
Unit/Big Idea
Division Facts and Strategies
Florida Standard(s)
MAFS.3.OA.1.3
Domain/Big Idea
Operations and
Algebraic Thinking
Use multiplication and
division within 100 to
solve word problems in
situations involving
equal groups, arrays,
and measurement
quantities, e.g., by
using drawings and
equations with a
symbol for the unknown
number to represent
the problem.
MAFS.3.OA.3.7
Fluently multiply and
divide within 100, using
strategies such as the
relationship between
multiplication and
division (e.g., knowing
that 8 × 5 = 40, one
knows 40 ÷ 5 = 8) or
properties of
operations. By the end
of Grade 3, know from
memory all products of
two one-digit numbers.
Operations and
Algebraic Thinking
BDS Division of Teaching and Learning
Essential Question(s)
1. What does dividing by 2, 4, and
8 mean?
2. What strategies can you use to
divide by 5 and 10?
Vocabulary
•dividend
•divisor
•factor
 product
Pacing
Date(s)
13 days
November 19December 12
Instructional Resources
Consolidate Lesson 7.1, 7.5, 7.8
Divide by 2, 4, 8
***Teach concept of division using
multiple divisors per lesson instead
of one per lesson.
Lesson 7.2, 7.3,
Divide by 5, 10,
***Teach concept of division using
multiple divsors per lesson instead
of on per lesson.
Curriculum Guide 2014-15
10
Florida Standard(s)
MAFS.3.OA.1.3
Domain/Big Idea
Operations and
Essential Question(s)
Vocabulary

3.
Lesson 7.
Divide by 5
Algebraic Thinking
Use multiplication and
division within 100 to
solve word problems in
situations involving
equal groups, arrays,
and measurement
quantities, e.g., by
using drawings and
equations with a
symbol for the unknown
number to represent
the problem.
MAFS.3.OA.3.7
Fluently multiply and
divide within 100, using
strategies such as the
relationship between
multiplication and
division (e.g., knowing
that 8 × 5 = 40, one
knows 40 ÷ 5 = 8) or
properties of
operations. By the end
of Grade 3, know from
memory all products of
two one-digit numbers.
MAFS.3.OA.3.7
Operations and
Algebraic Thinking
4. What strategies can you use to
divide by 3, 6, and 9?
Operations and
Algebraic Thinking
5. What strategies can you use to
divide by 4?
Fluently multiply and
divide within 100, using
strategies such as the
relationship between
multiplication and
division (e.g., knowing
that 8 × 5 = 40, one
knows 40 ÷ 5 = 8) or
BDS Division of Teaching and Learning
Curriculum Guide 2014-15
Instructional Resources
Lesson 7.4
Divide by 3,6, 9

array
Lesson 7.5
Divide by 4
11
Florida Standard(s)
Domain/Big Idea
Essential Question(s)
Vocabulary
Instructional Resources
properties of
operations. By the end
of Grade 3, know from
memory all products of
two one-digit numbers.
MAFS.3.OA.3.7
Fluently multiply and
divide within 100, using
strategies such as the
relationship between
multiplication and
division (e.g., knowing
that 8 × 5 = 40, one
knows 40 ÷ 5 = 8) or
properties of
operations. By the end
of Grade 3, know from
memory all products of
two one-digit numbers.
MAFS.3.OA.3.7
Fluently multiply and
divide within 100, using
strategies such as the
relationship between
multiplication and
division (e.g., knowing
that 8 × 5 = 40, one
knows 40 ÷ 5 = 8) or
properties of
operations. By the end
of Grade 3, know from
memory all products of
two one-digit numbers.
MAFS.3.OA.1.4
Operations and
Algebraic Thinking
6. What strategies can you use to
divide by 6?
Lesson 7.6
Divide by 6
Operations and
Algebraic Thinking
7. What strategies can you use to
divide by 7?
Lesson 7.7
Divide by 7
Operations and
Algebraic Thinking
8. What strategies can you use to
divide by 8?
Lesson 7.8
Divide by 8
Determine the unknown
whole number in a
BDS Division of Teaching and Learning
Curriculum Guide 2014-15
12
Florida Standard(s)
Domain/Big Idea
Essential Question(s)
Vocabulary
Instructional Resources
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 = ?.
MAFS.3.OA.3.7
Fluently multiply and
divide within 100, using
strategies such as the
relationship between
multiplication and
division (e.g., knowing
that 8 × 5 = 40, one
knows 40 ÷ 5 = 8) or
properties of
operations. By the end
of Grade 3, know from
memory all products of
two one-digit numbers.
MAFS.3.OA.4.8
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
Operations and
Algebraic Thinking
9. What strategies can you use to
divide by 9?
Lesson 7.9
Divide by 9
Operations and
Algebraic Thinking
10. How can you use the strategy
act it out to solve two step
problems?
Lesson 7.10
Problem Solving-Two Step
Problems
BDS Division of Teaching and Learning
Curriculum Guide 2014-15
13
Florida Standard(s)
Domain/Big Idea
Essential Question(s)
Vocabulary
Instructional Resources
estimation strategies
including rounding.
MAFS.3.OA.4.8
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.
Operations and
Algebraic Thinking
11. Why are there rules such as the
order of operations?
Formative Assessment Options





CPALMS Fluency with Division
CPALMS Finding the Group Size
CPALMS Zoo Field Trip
CPALMS Bake Sale
School/Grade/Teacher Created
BDS Division of Teaching and Learning

order of
operations
Lesson 7.11
Investigate – Order of Operations
Summative Assessment Options


Go Math! Assessment
School/Grade/Teacher Created
Curriculum Guide 2014-15
14
Unit/Big Idea
Develop Understanding of Fractions as Numbers
Florida Standard(s)
MAFS.3.NF.1.1
Domain/Big Idea
Understand Fractions
1. What are equal parts of a
whole?
Understand Fractions
2. Why do you need to know how
to make equal shares?
Understand Fractions
3. What do the top and bottom
numbers of a fraction tell?
Understand a fraction 1/b
as the quantity formed by
1 part when a whole is
partitioned into b equal
parts; understand a
fraction a/b as the
quantity formed by a parts
of size 1/b.
MAFS.3.NF.1.1
Understand a fraction 1/b
as the quantity formed by
1 part when a whole is
partitioned into b equal
parts; understand a
fraction a/b as the
quantity formed by a parts
of size 1/b.
MAFS.3.NF.1.1
Essential Question(s)
Understand a fraction 1/b
as the quantity formed by
1 part when a whole is
partitioned into b equal
BDS Division of Teaching and Learning
Curriculum Guide 2014-15
Vocabulary






eighths
equal parts
fourths
halves
sixths
thirds whole
Pacing
Date(s)
14 days
December 15-January
16
Instructional Resources
Lesson 8.1
Equal Parts of a Whole
2 DAYS
Lesson 8.2
Equal Shares


fraction
unit fraction
Lesson 8.3
Unit Fractions of a Whole
15
Florida Standard(s)
Domain/Big Idea
Essential Question(s)
Vocabulary
Instructional Resources
parts; understand a
fraction a/b as the
quantity formed by a parts
of size 1/b.
MAFS.3.NF.1.1
Understand Fractions
4. How does a fraction name part
of a whole?
Understand Fractions
5. How can you represent and
locate fractions on a number
line?
Understand a fraction 1/b
as the quantity formed by
1 part when a whole is
partitioned into b equal
parts; understand a
fraction a/b as the
quantity formed by a parts
of size 1/b..
MAFS.3.NF.1.2a
MAFS.3.NF.1.2b
Understand a fraction as
a number on the
number line; represent
fractions on a number
line diagram.


denominator
numerator
Lesson 8,4
Fractions of a Whole
Lesson 8.5
Fractions on a Number Line
www.fractionmonkey.com
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
BDS Division of Teaching and Learning
Curriculum Guide 2014-15
16
Florida Standard(s)
Domain/Big Idea
Essential Question(s)
Vocabulary
Instructional Resources
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.
MAFS.3.NF.1.3c
Understand Fractions
Explain equivalence of
fractions in special
cases, and compare
fractions by reasoning
about their size.
6. When might you use a fraction
greater than 1 or a whole
number?

fraction greater
than 1
Lesson 8.6
Relate Fractions and Whole
Numbers
c. Express whole
numbers as
fractions, and
BDS Division of Teaching and Learning
Curriculum Guide 2014-15
17
Florida Standard(s)
Domain/Big Idea
Essential Question(s)
Vocabulary
Instructional Resources
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.
MAFS.3.NF.1.1
Understand Fractions
7. How can a fraction name part of
a group?
Lesson 8.7
Fractions of a Group
Understand Fractions
8. How can a fraction tell how
many are in part of a group?
Lesson 8.8
Find Part of a Group Using Unit
Fractions
Understand a fraction 1/b
as the quantity formed by
1 part when a whole is
partitioned into b equal
parts; understand a
fraction a/b as the
quantity formed by a parts
of size 1/b.
MAFS.3.NF.1.1
Understand a fraction 1/b
as the quantity formed by
1 part when a whole is
partitioned into b equal
parts; understand a
fraction a/b as the
quantity formed by a parts
of size 1/b.
BDS Division of Teaching and Learning
Curriculum Guide 2014-15
18
Florida Standard(s)
MAFS.3.NF.1.1
Domain/Big Idea
Understand Fractions
Understand a fraction 1/b
as the quantity formed by
1 part when a whole is
partitioned into b equal
parts; understand a
fraction a/b as the
quantity formed by a parts
of size 1/b.
Essential Question(s)
Vocabulary
9. How can you use the strategy
draw a diagram to solve fraction
problems?
Formative Assessment Options


Lesson 8.9
Problem Solving – Find the Whole
Group Using Unit Fractions
Summative Assessment Options


CPALMS
School/Grade/Teacher Created
Go Math! Assessment
School/Grade/Teacher Created
Unit/Big Idea
Develop Understanding of Fractions as Numbers
Comparing Fractions
Florida Standard(s)
MAFS.3.NF.1.3d
Domain/Big Idea
Essential Question(s)
Understand Fractions
1. How can you use the strategy
act it out to solve comparison
problems?
Explain equivalence of
fractions in special
cases, and compare
fractions by reasoning
about their size.
BDS Division of Teaching and Learning
Instructional Resources
Curriculum Guide 2014-15
Vocabulary




compare
equal to
greater than
less than
Pacing
Date(s)
11 days
January 21-February
4
Instructional Resources
Lesson 9.1
Problem Solving – Compare
Fractions
19
Florida Standard(s)
Domain/Big Idea
Essential Question(s)
Vocabulary
Instructional Resources
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.
MAFS.3.NF.1.3d
Understand Fractions
Explain equivalence of
fractions in special
cases, and compare
fractions by reasoning
about their size.
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
BDS Division of Teaching and Learning
2. How can you compare fractions
with the same denominator?
Curriculum Guide 2014-15

denominator
Lesson 9.2
Compare Fractions with the Same
Denominator
20
Florida Standard(s)
Domain/Big Idea
Essential Question(s)
Vocabulary
Instructional Resources
symbols >, =, or <, and
justify the conclusions,
e.g., by using a visual
fraction model.
MAFS.3.NF.1.3d
Understand Fractions
3. How can you compare fractions
with the same numerator?
Understand Fractions
4. What strategies can you use to
compare fractions?
Explain equivalence of
fractions in special
cases, and compare
fractions by reasoning
about their size.

numerator
Lesson 9.3
Compare Fractions with the Same
Numerator
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.
MAFS.3.NF.1.3d
Explain equivalence of
fractions in special
cases, and compare
fractions by reasoning
about their size.
d.Compare two
fractions with the same
BDS Division of Teaching and Learning
Curriculum Guide 2014-15
2 DAYS
Lesson 9.4
Compare Fractions
21
Florida Standard(s)
Domain/Big Idea
Essential Question(s)
Vocabulary
Instructional Resources
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.
MAFS.3.NF.1.3d
Understand Fractions
Explain equivalence of
fractions in special
cases, and compare
fractions by reasoning
about their size.
5. How can you compare and order
fractions?

order
Lesson 9.5
Compare and Order Fractions
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,
BDS Division of Teaching and Learning
Curriculum Guide 2014-15
22
Florida Standard(s)
Domain/Big Idea
Essential Question(s)
Vocabulary
Instructional Resources
equivalent
equivalent
fractions
Lesson 9.6
Investigate – Model Equivalent
Fractions
e.g., by using a visual
fraction model.
MAFS.3.NF.1.3a
Understand Fractions
6. How can you use models to find
equivalent fractions?
Understand Fractions
7. How can you use models to
name equivalent fractions?
Explain equivalence of
fractions in special
cases, and compare
fractions by reasoning
about their size.


a. Understand two
fractions as
equivalent (equal) if
they are the same
size, or the same
point on a number
line.
MAFS.3.NF.1.3b
Explain equivalence of
fractions in special
cases, and compare
fractions by reasoning
about their size.
2 DAYS
Lesson 9.7
Equivalent Fractions
b. Recognize and
generate simple
equivalent
fractions, e.g.,
1/2 = 2/4, 4/6 =
2/3). Explain
why the
fractions are
BDS Division of Teaching and Learning
Curriculum Guide 2014-15
23
Florida Standard(s)
Domain/Big Idea
Essential Question(s)
Vocabulary
Instructional Resources
equivalent, e.g.,
by using a visual
fraction model.
Formative Assessment Options


Insert Assessment Title Here
School/Grade/Teacher Created
BDS Division of Teaching and Learning
Summative Assessment Options


Go Math! Assessment
School/Grade/Teacher Created
Curriculum Guide 2014-15
24
Unit/Big Idea
Measurement and Data: Solve problems involving measurement and estimation of time,
liquid volumes, and masses of objects.
Florida Standard(s)
MAFS.3.MD.1.1
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.
MAFS.3.MD.1.1
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.
MAFS.3.MD.1.1
Domain/Big Idea
Measurement and
Data
Essential Question(s)
1. How can you tell time to the
nearest minute?
Vocabulary
Pacing
Date(s)
11 days
Feb. 5-20
Instructional Resources






minute
analog clock
digital clock
half hour
hour
quarter hour
Lesson 10.1
Time to the Minute
Discuss AM and PM as part of this
lesson.
Measurement and
Data
2. How can you tell when to use
A.M. and P.M. with time?




A.M.
midnight
noon
P.M.
Lesson 10.2
A.M. and P.M.
Measurement and
Data
3. How can you measure elapsed
time in minutes?

elapsed time
Lesson 10.3
Measure Time Intervals
Tell and write time to
the nearest minute and
BDS Division of Teaching and Learning
Curriculum Guide 2014-15
25
Florida Standard(s)
Domain/Big Idea
Essential Question(s)
Vocabulary
Instructional Resources
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.
MAFS.3.MD.1.1
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.
MAFS.3.MD.1.1
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.
MAFS.3.MD.2.4
Measurement and
Data
4. How can you find a starting time
or an ending time when you
know the elapsed time?
Lesson 10.4
Use Time Intervals
Measurement and
Data
5. How can you use the strategy
draw a diagram to solve
problems about time?
Lesson 10.5
Problem Solving – Time Intervals
Measurement and
Data
6. How can you generate
measurement data and show the
data on a line plot?
Generate measurement
data by measuring
BDS Division of Teaching and Learning
Curriculum Guide 2014-15

inch
Lesson 10.6
Measure Length
26
Florida Standard(s)
Domain/Big Idea
Essential Question(s)
Vocabulary
Instructional Resources
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.
MAFS.3.MD.1.2
Measure and estimate
liquid volumes and
masses of objects
using standard units of
grams (g), kilograms
(kg), and liters (l). Add,
subtract, multiply, or
divide to solve one-step
word problems
involving masses or
volumes that are given
in the same units.
MAFS.3.MD.1.2
Measure and estimate
liquid volumes and
masses of objects
using standard units of
grams (g), kilograms
(kg), and liters (l). Add,
subtract, multiply, or
divide to solve one-step
word problems
involving masses or
Measurement and
Data
7. How can you estimate and
measure liquid volume in metric
units?


liquid volume
liter
Lesson 10.7
Estimate and Measure Liquid
Volume
Measurement and
Data
8. How can you estimate and
measure mass in metric units?



gram
kilogram
mass
Lesson 10.8
Estimate and Measure Mass
BDS Division of Teaching and Learning
Curriculum Guide 2014-15
27
Florida Standard(s)
Domain/Big Idea
Essential Question(s)
Vocabulary
Instructional Resources
volumes that are given
in the same units.
MAFS.3.MD.1.2
Measure and estimate
liquid volumes and
masses of objects
using standard units of
grams (g), kilograms
(kg), and liters (l). Add,
subtract, multiply, or
divide to solve one-step
word problems
involving masses or
volumes that are given
in the same units.
Measurement and
Data
9. How can you use models to
solve liquid volume and mass
problems?
Formative Assessment Options


Insert Assessment Title Here
School/Grade/Teacher Created
BDS Division of Teaching and Learning
Lesson 10.9
Solve Problems About Liquid
Volume and Mass
Summative Assessment Options


Go Math! Assessment
School/Grade/Teacher Created
Curriculum Guide 2014-15
28
Unit/Big Idea
Measurement and Data
Perimeter and Area
Florida Standard(s)
MAFS.3.MD.4.8
Solve real world and
mathematical problems
involving perimeters of
polygons, including
finding the perimeter
given the side lengths,
finding an unknown
side length, and
exhibiting rectangles
with the same
perimeter and different
areas or with the same
area and different
perimeters.
MAFS.3.MD.4.8
Solve real world and
mathematical problems
involving perimeters of
polygons, including
finding the perimeter
given the side lengths,
finding an unknown
side length, and
exhibiting rectangles
with the same
perimeter and different
areas or with the same
Domain/Big Idea
Essential Question(s)
Measurement and
Data
1. How can you find perimeter?
Measurement and
Data
2. How can you measure
perimeter?
BDS Division of Teaching and Learning
Curriculum Guide 2014-15

Pacing
Date(s)
12 days
February 23- March
10
Vocabulary
Instructional Resources
perimeter
Lesson 11.1
Investigate – Model Perimeter
Lesson 11.2
Find Perimeter
29
Florida Standard(s)
Domain/Big Idea
Essential Question(s)
Vocabulary
Instructional Resources
area and different
perimeters.
MAFS.3.MD.4.8
Solve real world and
mathematical problems
involving perimeters of
polygons, including
finding the perimeter
given the side lengths,
finding an unknown
side length, and
exhibiting rectangles
with the same
perimeter and different
areas or with the same
area and different
perimeters.
MAFS.3.MD.3.5
MAFS.3.MD.3.5a
Measurement and
Data
3. How can you find the unknown
length of a side in a plane shape
when you know its perimeter?
Measurement and
Data
4. How is finding the area of a
shape different from finding the
perimeter of a shape?
Recognize area as an
attribute of plane
figures and understand
concepts of area
measurement.
Lesson 11.3
Algebra – Find Unknown Side
Lengths



area
square unit
unit square
Lesson 11.4
Understand Area
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.
BDS Division of Teaching and Learning
Curriculum Guide 2014-15
30
Florida Standard(s)
MAFS.3.MD.3.5b
Recognize area as an
attribute of plane
figures and understand
concepts of area
measurement.
Domain/Big Idea
Essential Question(s)
Measurement and
Data
5. How can you find the area of a
plane shape?
Measurement and
Data
6. Why can you multiply to find the
area of a rectangle?
Vocabulary
Instructional Resources
Lesson 11.5
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.
MAFS.3.MD.3.6
Measure areas by
counting unit squares
(square cm, square m,
square in, square ft.,
and improvised units).
MAFS.3.MD.3.7
MAFS.3.MD.3.7a
Relate area to the
operations of
multiplication and
addition.


multiplication
repeated
addition
Lesson 11.6
Use Area Models
a. Find the area of a
rectangle with
whole-number side
BDS Division of Teaching and Learning
Curriculum Guide 2014-15
31
Florida Standard(s)
Domain/Big Idea
Essential Question(s)
Vocabulary
Instructional Resources
lengths by tiling it,
and show that the
area is the same as
would be found by
multiplying the side
lengths.
-MAFS.3.MD.3.7b
Relate area to the
operations of
multiplication and
addition.
Measurement and
Data
7. How can you use the strategy
find a pattern to solve area
problems?

pattern
Lesson 11.7
Problem Solving – Area of
Rectangles
b. Multiply side
lengths to find
areas of
rectangles with
whole-number
side lengths in
the context of
solving real
world and
mathematical
problems, and
represent wholenumber
products as
rectangular
areas in
BDS Division of Teaching and Learning
Curriculum Guide 2014-15
32
Florida Standard(s)
Domain/Big Idea
Essential Question(s)
Vocabulary
Instructional Resources
mathematical
reasoning.
MAFS.3.MD.3.7.c
MAFS.3.MD.3.7.d
Measurement and
Data
8. How can you break apart a
shape to find the area?

distributive
property
Lesson 11.8
Area of Combined Rectangles
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 nonoverlapping
BDS Division of Teaching and Learning
Curriculum Guide 2014-15
33
Florida Standard(s)
Domain/Big Idea
Essential Question(s)
Vocabulary
Instructional Resources
rectangles and
adding the areas
of the nonoverlapping
parts, applying
this technique to
solve real world
problems.
MAFS.3.MD.4.8
Solve real world and
mathematical problems
involving perimeters of
polygons, including
finding the perimeter
given the side lengths,
finding an unknown
side length, and
exhibiting rectangles
with the same
perimeter and different
areas or with the same
area and different
perimeters.
MAFS.3.MD.4.8
Measurement and
Data
9. How can you use area to
compare rectangles with the
same perimeter?
Lesson 11.9
Same Perimeter, Different Areas
Measurement and
10. How can you use perimeter to
compare rectangles with the
same area?
Lesson 11.10
Same Area, Different Perimeters
Data
Solve real world and
mathematical problems
involving perimeters of
polygons, including
finding the perimeter
given the side lengths,
finding an unknown
side length, and
exhibiting rectangles
BDS Division of Teaching and Learning
Curriculum Guide 2014-15
34
Florida Standard(s)
Domain/Big Idea
Essential Question(s)
Vocabulary
Instructional Resources
with the same
perimeter and different
areas or with the same
area and different
perimeters.
Formative Assessment Options


Insert Assessment Title Here
School/Grade/Teacher Created
BDS Division of Teaching and Learning
Summative Assessment Options


Go Math! Assessment
School/Grade/Teacher Created
Curriculum Guide 2014-15
35
Unit/Big Idea
Geometry
Florida Standard(s)
MAFS.3.G.1.1
Domain/Big Idea
Geometry
Understand that
shapes in different
categories (e.g.,
rhombuses, rectangles,
and others) may share
attributes (e.g., having
four sides), and that the
shared attributes can
define a larger category
(e.g., quadrilaterals).
Recognize rhombuses,
rectangles, and
squares as examples of
quadrilaterals, and
draw examples of
quadrilaterals that do
not belong to any of
these subcategories.
MAFS.3.G.1.1
Geometry
Understand that
shapes in different
categories (e.g.,
rhombuses, rectangles,
and others) may share
attributes (e.g., having
four sides), and that the
BDS Division of Teaching and Learning
Essential Question(s)
1. What are some ways to describe
two dimensional shapes?
2. How can you describe angles in
plane shapes?
Vocabulary









closed shape
endpoint
line
line segment
open shape



angle
right angle
two
dimensional
shape
plane shape
vertex
*acute
*obtuse




Curriculum Guide 2014-15
Pacing
Date(s)
11 days
March 11- April 1
Instructional Resources
Lesson 12.1
Describe Plane Shapes
point
ray
Lesson 12.2
Describe Angles in Plane Shapes
36
Florida Standard(s)
Domain/Big Idea
Essential Question(s)
Geometry
Understand that
shapes in different
categories (e.g.,
rhombuses, rectangles,
and others) may share
attributes (e.g., having
four sides), and that the
shared attributes can
define a larger category
(e.g., quadrilaterals).
Recognize rhombuses,
rectangles, and
squares as examples of
quadrilaterals, and
draw examples of
quadrilaterals that do
not belong to any of
these subcategories.
MAFS.3.G.1.1
Instructional Resources
* not grade level
standard
shared attributes can
define a larger category
(e.g., quadrilaterals).
Recognize rhombuses,
rectangles, and
squares as examples of
quadrilaterals, and
draw examples of
quadrilaterals that do
not belong to any of
these subcategories.
MAFS.3.G.1.1
Vocabulary
Geometry
Understand that
shapes in different
categories (e.g.,
rhombuses, rectangles,
and others) may share
BDS Division of Teaching and Learning
3. How can you use line segments
and angles to make polygons?
4. How can you describe line
segments that are sides of
polygons?
Curriculum Guide 2014-15








decagon
hexagon
octagon
pentagon
polygon
quadrilateral
side
triangle
Lesson 12.3
Identify Polygons

intersecting
lines
parallel lines
perpendicular
lines
Lesson 12.4
Describe Sides of Polygons


Focus on naming polygons and
identifying number of sides and
angles
37
Florida Standard(s)
Domain/Big Idea
Essential Question(s)
Vocabulary
Instructional Resources
attributes (e.g., having
four sides), and that the
shared attributes can
define a larger category
(e.g., quadrilaterals).
Recognize rhombuses,
rectangles, and
squares as examples of
quadrilaterals, and
draw examples of
quadrilaterals that do
not belong to any of
these subcategories.
MAFS.3.G.1.1
Geometry
5. How can you use sides and
angles to help you describe
quadrilaterals?
Geometry
6. How can you draw
quadrilaterals?
Understand that
shapes in different
categories (e.g.,
rhombuses, rectangles,
and others) may share
attributes (e.g., having
four sides), and that the
shared attributes can
define a larger category
(e.g., quadrilaterals).
Recognize rhombuses,
rectangles, and
squares as examples of
quadrilaterals, and
draw examples of
quadrilaterals that do
not belong to any of
these subcategories.
MAFS.3.G.1.1
Understand that
shapes in different
categories (e.g.,
BDS Division of Teaching and Learning
Curriculum Guide 2014-15




rectangle
rhombus
square
trapezoid
Lesson 12.5
Classify Quadrilaterals
Lesson 12.6
Draw Quadrilaterals
38
Florida Standard(s)
Domain/Big Idea
Essential Question(s)
Vocabulary
Instructional Resources
rhombuses, rectangles,
and others) may share
attributes (e.g., having
four sides), and that the
shared attributes can
define a larger category
(e.g., quadrilaterals).
Recognize rhombuses,
rectangles, and
squares as examples of
quadrilaterals, and
draw examples of
quadrilaterals that do
not belong to any of
these subcategories.
MAFS.3.G.1.1
Geometry
Understand that
shapes in different
categories (e.g.,
rhombuses, rectangles,
and others) may share
attributes (e.g., having
four sides), and that the
shared attributes can
define a larger category
(e.g., quadrilaterals).
Recognize rhombuses,
rectangles, and
squares as examples of
quadrilaterals, and
draw examples of
quadrilaterals that do
not belong to any of
these subcategories.
BDS Division of Teaching and Learning
7. How can you use sides and
angles to help you describe
triangles?
Curriculum Guide 2014-15
Lesson 12.7
Describe Triangles
39
Florida Standard(s)
MAFS.3.G.1.1
Domain/Big Idea
Vocabulary
8. How can you use the strategy
draw a diagram to classify plane
shapes?

Venn diagram
Lesson 12.8
Problem Solving – Classify Plane
Shapes
Geometry
9. How can you divide shapes into
parts with equal areas and write
the area as a unit fraction of the
whole?

area unit
fraction
Lesson 12.9
Investigate – Relate Shapes,
Fractions, and Area
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.
Formative Assessment Options


Instructional Resources
Geometry
Understand that
shapes in different
categories (e.g.,
rhombuses, rectangles,
and others) may share
attributes (e.g., having
four sides), and that the
shared attributes can
define a larger category
(e.g., quadrilaterals).
Recognize rhombuses,
rectangles, and
squares as examples of
quadrilaterals, and
draw examples of
quadrilaterals that do
not belong to any of
these subcategories.
MAFS.3.G.1.2
Essential Question(s)
Insert Assessment Title Here
School/Grade/Teacher Created
BDS Division of Teaching and Learning
Summative Assessment Options


Go Math! Assessment
School/Grade/Teacher Created
Curriculum Guide 2014-15
40
BDS Division of Teaching and Learning
Curriculum Guide 2014-15
41