ROCKY FORD CURRICULUM GUIDE
SUBJECT: Math
Grade Level
Expectation
Evidence Outcome
3. Multiplication and
division are inverse
operations and can be
modeled in a variety of
ways
a. Represent and solve problems
involving multiplication and
division.
i. Interpret products of whole
numbers. M
3. Multiplication and
division are inverse
operations and can be
modeled in a variety of
ways
3. Multiplication and
division are inverse
operations and can be
modeled in a variety of
ways
TIMELINE: 3rd Quarter
GRADE: 3rd
Student-Friendly
Learning Objective
Level of
Thinking
We will interpret the
products of whole numbers.
Appl
interpret, products,
factor
ii. Use multiplication and division
within 100 to solve word
problems in situations
involving equal groups,
arrays, and measurement
quantities. I
We will solve multiplication
and division word problems
within 100 involving equal
groups, arrays, and
measurement quantities.
Appl
equal groups,
arrays, product,
factor, quotient
iii. Determine the unknown
whole number in a
multiplication or division
equation relating three whole
numbers. I
We will determine the
unknown whole number in
a multiplication or division
equation relating the three
whole numbers.
Appl
We will apply the
commutative and
associative properties to
multiplication and division.
Appl
b. Apply properties of
multiplication and the
relationship between
multiplication and division.
i. Apply properties of
operations as strategies to
multiply and divide. I
c.
Solve problems involving the
four operations, and identify and
explain patterns in arithmetic.
i. Assess the reasonableness
of answers using mental
computation and estimation
strategies including
rounding.
© Learning Keys, 800.927.0478, www.learningkeys.org
We will determine if the
answer is reasonable using
mental math and
estimation.
Eval
Resource Correlation
Academic
Vocabulary
determine, unknown
number, equation,
whole number
multiply, divide,
commutative,
associative,
properties, product,
factors, quotient,
operation
Ex: Use estimation
strategies to determine the
reasonableness of solutions
to problems
Determine,
reasonable, mental
math, estimate,
round, place value
Page 1
ROCKY FORD CURRICULUM GUIDE
SUBJECT: Math
Grade Level
Expectation
TIMELINE: 3rd Quarter
GRADE: 3rd
Evidence Outcome
iv. Identify arithmetic patterns
(including patterns in the
addition table or
multiplication table), and
explain them using
properties of operations. C
Student-Friendly
Learning Objective
We will identify and extend
patterns, including
multiplication, and explain
the rule.
Level of
Thinking
Comp
Resource Correlation
Ex: Determine from real
world problems, whether an
estimated or exact sum,
difference, or product is
acceptable.
Academic
Vocabulary
patterns, explain,
input/output table,
explain,
Ex: Reproduce, extend, and
create patterns, using
pictures or geometric
shapes.
Ex: Given numbers in a
table, extend the table.
Ex: Use a pattern to find
missing elements (for
example, multiples of 2, 3,
4, 5, 10).
Ex: Identify a rule using
addition or subtraction
patterns and solve a new
problem using the rule.
(ex. Observe that 4 times a
number is always even, and
explain why 4 times a
number can be
decomposed into two equal
addends)
1. Geometric figures are
described by their
attributes
a. Reason with shapes and their
attributes.
© Learning Keys, 800.927.0478, www.learningkeys.org
Ex: Identify figures which
are congruent.
Line, right angle,
obtuse angle, acute
angle, line segment,
quadrilateral,
polygon, attributes
Page 2
ROCKY FORD CURRICULUM GUIDE
SUBJECT: Math
Grade Level
Expectation
TIMELINE: 3rd Quarter
GRADE: 3rd
Evidence Outcome
i. Explain that shapes in
different categories may
share attributes and that the
shared attributes can define a
larger category. I
1. Identify rhombuses,
rectangles, & squares as
examples of quadrilaterals,
& draw examples of
quadrilaterals that do not
belong to any of these
subcategories. I
ii. Partition shapes into parts
with equal areas. Express
the area of each part as a
unit fraction of the whole. M
Identify a line of symmetry for
regular polygons and other familiar
objects.
© Learning Keys, 800.927.0478, www.learningkeys.org
Student-Friendly
Learning Objective
Level of
Thinking
We will explain how shapes
in different categories may
share attributes and that
the shared attributes can
define a larger category.
Comp
We will identify and draw
rhombuses, rectangles, and
squares as examples of
quadrilaterals.
We will identify lines of
symmetry for regular
polygons and other familiar
objects.
Academic
Vocabulary
Quadrilateral,
rhombus, rectangle,
square, angles,
parallelogram,
Appl
We will draw examples of
quadrilaterals that do not
belong in the subcategories
rhombus, rectangle, or
square.
We will divide shapes into
equal parts and express the
area of each part as a
fraction of the whole.
Resource Correlation
Ex: Identify and describe
shapes (squares, circles,
triangles, rectangles,
hexagons, cubes, cones,
cylinders, and spheres).
equal parts, fraction,
numerator,
denominator
Appl
Appl
Ex: Identify the
characteristics of twodimensional figures (for
example, number of sides
or vertices, contains a right
angle, and contains parallel
sides).
Ex: Create a figure with at
least one line of symmetry.
Page 3
ROCKY FORD CURRICULUM GUIDE
SUBJECT: Math
TIMELINE: 3rd Quarter
GRADE: 3rd
Grade Level
Expectation
Evidence Outcome
2. Linear and area
measurement are
fundamentally different
and require different
units of measure
a. Use concepts of area and relate
area to multiplication and to
addition.
i.
Recognize area as an
attribute of plane figures
and apply concepts of area
measurement. M
Level of
Thinking
Resource Correlation
Academic
Vocabulary
We will recognize area as a
measurement for plane
figures and count the
square units to find the
area.
Appl
area, plane figure,
length, width, square
units
ii.
Find area of rectangles
with whole number side
lengths using a variety of
methods. M
We will find the area of
rectangles by multiplying or
counting the square units.
Comp
area, length, width,
multiply, figure,
square units
iii.
Relate area to the
operations of multiplication
and addition and recognize
area as additive. M
We will relate area to the
operations of multiplication
and addition and recognize
area as additive.
Appl
area, additive,
length, width,
multiply
Comp
perimeter, linear,
area, plane figure
Know
Perimeter, length
2. Linear and area
measurement are
fundamentally different
and require different
units of measure
b. Describe perimeter as an
attribute of plane figures and
distinguish between linear and
area measures. I
2. Linear and area
measurement are
fundamentally different
and require different
units of measure
c. Solve real world and
mathematical problems involving
perimeters of polygons.
i.
Student-Friendly
Learning Objective
Find the perimeter given the
side lengths. M
We will describe the
perimeter of plane figures
and tell the difference
between linear and area
measures.
We will find the perimeter
with side lengths given.
perimeter, figure
© Learning Keys, 800.927.0478, www.learningkeys.org
Page 4
ROCKY FORD CURRICULUM GUIDE
SUBJECT: Math
Grade Level
Expectation
Evidence Outcome
Student-Friendly
Learning Objective
Level of
Thinking
ii.
We will find the unknown
side length when given the
perimeter of the figure.
Appl
Find an unknown side length
given the perimeter.
M
iii.
3. Time and attributes of
objects can be
measured with
appropriate tools
TIMELINE: 3rd Quarter
GRADE: 3rd
Find rectangles with the
same perimeter and
different areas or with the
same area and different
perimeters. I
We will contrast rectangles
with the same perimeter
and different areas or with
the same area and different
perimeters.
© Learning Keys, 800.927.0478, www.learningkeys.org
Academic
Vocabulary
unknown, length
perimeter, area,
figure, compare
Analysis
a. Solve problems involving
measurement and estimation of
intervals of time, liquid volumes,
and masses of objects.
iv. Use models to add, subtract,
multiply, or divide to solve onestep word problems involving
masses or volumes that are
given in the same units. M
Resource Correlation
Ex: Measure and estimate
lengths in standard units.
We will use models to add,
subtract, multiply, or divide
to solve one-step word
problems involving masses
or volumes that are given in
the same units.
Appl
mass, volume,
grams, kilograms,
liters, models, four
operations
Page 5