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Northampton County Schools Third Grade Math Curriculum Map 2012-2013
Subject: Math
Grade Level: Third Grade
Unit Title:
Big Idea/Themes:
Understandings:
Timeframe Needed for Completion: 9 weeks
Grading Period: 2nd Nine Weeks
2nd 9 Weeks
1st 4 ½ weeks
Multiplication and Division
3.OA Represent and solve problems
involving multiplication and division.
1. 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.
2. 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. 4. Determine the
Vocabulary:
Quotient, Dividend, Divisor, Repeated
Subtraction, groups, sets, fair share,
share, partitioned equally, divide, division,
estimate, round, reasonableness,
parenthesis, variable, unknown,
expression, equation, balance, number
sentence, symbol, compatible numbers
Essential Questions:
*Are students able to express repeated addition
as a multiplication fact?
*Can students take a multiplication fact and
decompose it into a repeated addition
sentence?
2nd 4 ½ weeks
Data
3.MD Represent and interpret
data.
Draw a scaled picture graph and a
scaled bar graph to represent a data
set with several categories. Solve
one- and two-step “how many more”
and “how many less” problems using
information presented in scaled bar
graphs. For example, draw a bar
graph in which each square in the bar
graph might represent 5 pets.
Vocabulary:
Data, Survey, Scaled Bar
Graph, Scaled Picture
graph, Tally Chart, Line plot,
Halves, quarters, area,
attribute, plane figures, a
unit square, gaps, overlaps
Essential Questions:
*Why do we make
predictions in math?
*How can we display the
results of a class survey?
*What everyday experiences or
objects can be used to create a
data set for visual display?
*Can students represent the product of a
*Can students identify or
multiplication fact using a representative
create the title of a graph?
drawing, such as an array?
*Can students identify the sets
*Can students fluently calculate multiplication
of data that are being
and division problems?
represented and communicate
*Are students able to determine when it is
its relevance to the title?
appropriate to multiply or divide in a word
*Can students create a scaled
Northampton County Schools Third Grade Math Curriculum Map 2012-2013
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 = ?.
3. 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 8x?=48,
Understand properties of
multiplication and the relationship
between multiplication and division.
4. 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 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.)
5. Understand division as an
unknown-factor problem. For
example, find 32 ÷ 8 by finding
the number that makes 32 when
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problem?
graph that accurately
*Can students justify the reasonableness of
represents the data set?
their answer and use pictures or drawings?
*Are students able to use
*Can students fluently multiply and divide one
addition and subtraction to
digit numbers?
compute relevant information
*Do students understand the relationship
in the graph?
between multiplication and division as inverse
operations?
*Can students make a set of multiplication and
division fact families?
*Are students able to use a picture or diagram
to help them solve for a missing portion of a
multiplication or division number sentence?
*Can students fluently multiply and divide one
digit numbers?
*Do students understand the relationship
between multiplication and division as inverse
operations?
*Can students make a set of multiplication and
division fact families?
*Are students able to use a picture or diagram
to help them solve for a missing portion of a
multiplication or division number sentence?
*Can students move fluently between
multiplication and division?
*Are students able to identify the key words in
a word problem that will point to the particular
Northampton County Schools Third Grade Math Curriculum Map 2012-2013
multiplied by 8.
Multiply and divide within 100.
6. 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 onedigit numbers.
Solve problems involving the four
operations, and identify and
explain patterns in arithmetic.
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.
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.
operations that are necessary to solve a multistep word problem?
*Can students justify their answer using words,
pictures or diagrams?
*Are students able to translate a word problem
into a numeric sentence and assign a variable to
an unknown quantity?
*Can students distinguish between a geometric
pattern and a number pattern?
*Are students able to express numeric patterns
using a numeric sentence?
*Are students able to extend numeric patterns?
*When multiplying by multiples of 10, are
students able to identify and communicate the
pattern shown in the products?
*Can students relate the patterns they observe
in multiplication with the patterns found in
addition and subtraction and then make a
generalization connecting them all with one
another?
*Are students able to fluently multiply one-digit
by one-digit numbers mentally?
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Northampton County Schools Third Grade Math Curriculum Map 2012-2013
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