Sample Long Term Plan
The following is an example of a long term plan for 3rd grade math, using learning
goals from the state of Arizona.
Unit 1:
Place Value
Unit Length: 7-10 days
August 14-23
(Number Sense)
M03-S1-C1-O1: Read whole numbers in contextual situations (through six-digit
numbers)
Learning Goals to be
Assessed
M03-S1-C1-O2: Identify six-digit whole numbers out of order
M03-S1-C1-O3: Write whole numbers through six digits in or out of order
M03-S1-C1-O4: State whole numbers, through six digits, with correct place value,
by using models, illustrations, symbols, or expanded notation
M03-S1-C1-O7: Sort whole numbers into sets containing only odd numbers or only
even numbers
M03-S1-C1-O8: Compare two whole numbers, through six-digits
M03-S1-C1-O9: Order three or more whole numbers through six-digit numbers
(least to greatest, or greatest to least)
Remedial Learning M02-S1-C1-O1: Make a model to represent a given whole number 0 through 999.
Goals M02-S1-C1-O2: Identify a whole number represented by a model with a word name
and symbol 0 through 999.
M02-S1-C1-O3: Count aloud, forward or backward, in consecutive order (0 through
999).
M02-S1-C1-O4: Identify whole numbers through 999 in or out of order.
M02-S1-C1-O7: State verbally whole numbers, through 999, using correct place
value (e.g., A student will read 528 as five hundreds, two tens, and eight ones.).
M02-S1-C1-O8: Construct models to represent place value concepts for the one’s,
ten’s, and hundred’s places.
Unit 2: Place Value
(Adding/Subtraction)
-
Unit Length: 10 days August 24 –
Sept.1
These are all standards you will revisit throughout the year. You might want to start with
Notes THOUSANDS, and as weeks and months go by, introduce larger numbers.
*MO3-S1-C1-O5: Construct models to represent place value concepts for one’s, ten’s, and
hundred’s
M03-S1-C1-O6: Apply expanded notation to model place value through 9,999 (5,378 =
5,000 + 300 + 70 + 8)
Learning Goals to M03-S1-C2-O1: Demonstrate the process of subtraction using manipulatives through threebe Assessed digit whole numbers
M03-S1-C2-O2: Add two three-digit whole numbers
M03-S1-C2-O3: Add a column of numbers
M03-S1-C2-05: Select grade-level appropriate operation to solve problem.
M03-S1-C2-06: Solve word problems using grade-level appropriate operations and numbers
M02-S1-C2-06: Add 3 one or two digit addends.
M02-S1-C2-04: Add one and two digit whole numbers with regrouping.
M03-S3-C3-02: Solve equations with one variable using missing addends to sums of 18
(ex: x + 9 = 18) and using the minuend through 18 (18 – x = 9)
M02-S1-C2-01: Demonstrate the process of addition through two three-digit whole
numbers, using manipulatives.
Remedial Learning
Goals
M02-S1-C2-08: Solve word problems using addition and subtraction of two 2-digit
numbers with regrouping.
Enrichment
Learning Goals
M04-S1-C1-05: Construct models to represent place value concepts for the one’s, ten’s,
hundred’s, and thousand’s places.
M04-S1-C1-06: Apply expanded notation to model place value (e.g., 203,495 = 200,000 +
3,000 + 400 + 90 + 5).
Unit 4:
Notes
Unit 3:
Unit Length: 7 days
Sept. 14 – 22
Money
While students should be able to recognize the coins, they need practice adding combinations of coins.
They also need practice adding past a dollar (ex: 3 quarters, 4 dimes, 1 nickel = $1.20). Also, making
change should be a focus of this unit.
Decimals
Unit Length: 5 – 7 days; Sept. 2 –
Sept 12
(No school Sept. 4 for Labor Day; 13th is ½
day for PD)
You will use a lot of the decimal standards in your “Money” Unit as well. The focus of the
Notes unit needs to be a closer relationship to fractions and equivalency.
Learning Goals to
be Assessed
M03-S1-C1-16: Use decimals through hundredths in contextual situations
M03-S1-C1-17: Compare two decimals, through hundredths, using models, illustrations,
or symbols
M03-S1-C1-18: Order three or more decimals, through hundredths, using models,
illustrations, or symbols
M03-S1-C1-19: Determine the equivalency among decimals, fractions, and percents
(example: half dollar = .50 = 50% and ¼ = .25 = 25%)
M03-S1-C2-05: Select grade-level appropriate operation to solve problem.
M03-S1-C2-06: Solve word problems using grade-level appropriate operations and
numbers
Remedial Learning
M02-S1-C1-18: Use decimals through hundredths in contextual situations with money.
Goals
Enrichment
M04-S1-C1-16: Order three or more decimals
Learning Goals
M04-S1-C1-17: Determine the equivalency among decimals, fractions, and percents (e.g.,
49/100 = 0.49 = 49%).
M03-S1-C1-15: Count amounts of money through $20.00 using pictures or actual bills and
coins
M03-S1-C1-16: Use decimals through hundredths in contextual situations
M03-S1-C2-O5: Select the grade level appropriate operation to solve word problems
Learning Goals to M03-S1-C2-06: Solve word problems using grade-level appropriate operations and
be Assessed numbers
M03-S1-C2-17: Apply addition and subtraction in contextual situations, through $20.00
M03-S4-C4-O6: Compare units of measurement to determine more or less relationships
(money – pennies, nickels, dimes, quarters, and dollars)
M03-S4-C4-O7: Determine relationships for money – extend to amounts greater than one
dollar
Remedial Learning
Goals
M02-S1C1-16: Count money through $5.00 using manipulatives and pictures of bills and
coins.
M02-S1C1-17: Identify the value of a collection of money using the cents symbols and the
dollar symbol through $5.00
M02-S1C2-17: Add and subtract money without regrouping using manipulatives and
paper and pencil through $5.00.
Enrichment
No standards specifically related to money in Fourth Grade.
Learning Goals
Unit 5:
Unit Length: 7 days
Sept. 25 – Oct. 3
Telling Time
Notes
Telling time can be tricky. It is something that needs to be spiraled during calendar math regularly.
Passage of time across a calendar can also be done daily during calendar math.
Learning Goals to M03-S4-C4-O2: Tell time with one-minute precision (analog)
be Assessed M03-S4-C4-O3: Determine the passage of time across months (units of days, weeks,
months) using a calendar
Remedial Learning M02-S4-C4-03: Tell time to the quarter of the hour using analog and digital clocks.
Goals
M02-S4-C4-07: State equivalent relationships (time).
Enrichment
M04-S4-C4-02: Compute elapsed time using a clock (e.g., hours and minutes since or
Learning Goals until…) or a calendar (e.g., days, weeks, and years since or until…).
Unit 6: Measurement – US Customary
System
(capacity, length, weight)
Unit Length: 15 days
Oct. 4 – Oct. 31
(Oct. 9-13 is fall break; Oct. 25 is ½
day due to PD)
Notes
Learning Goals to
be Assessed
The majority of the third grade standards are focused on the metric system. However, it’s extremely
important that your kids also know standard units of measurement. You have to spend a significant
amount of time on each, with constant review once the unit is over. Spread out the two measurement
units in the year so you don’t cause confusion.
M03-S4-C4-06: Compare units of measurement to determine more or less relationships for
length (inches to feet)
M03-S4-C4-07: Determine relationships for volume (cups and gallons), weight (ounces
and pounds)
*M03-S4-C4-08: Compare the length of two objects using US customary units
M03-S4-C4-09: Determine the perimeter using a rectangular array
M03-S4-C4-10: Represent area using a rectangular array
M03-S1-C3-02: Estimate length and weight using US customary units
*M03-S1-C3-03: Record estimated and actual linear measurements for real-life objects
(ex: length of a fingernail, height of a desk)
*M03-S1-C3-04: Compare estimations of appropriate measures to actual measures
M03-S1-C3-05: Evaluate the reasonableness of estimated measures
M03-S1-C2-05: Select grade-level appropriate operation to solve problem.
M03-S1-C2-06: Solve word problems using grade-level appropriate operations and
numbers
M02-S4-C4-05: Select the appropriate tool to measure the given characteristics of an object
(length, capacity and mass).
M02-S4-C4-06: Measure a given object using the appropriate measure (length, capacity
and mass).
M02-S4-C4-01: Identify the type of measure (i.e. weight, height, and time) for each
attribute of an object.
Remedial Learning
M02-S4-C4-02: Select the appropriate U.S. customary measure of accuracy (length,
Goals capacity, mass).
M02-S3-C4-01: Identify the change in a variable over time (i.e. an object gets taller, colder,
heavier).
M02-S3-C4-02: Make simple predictions based on a variable (i.e. a child’s height from
year to year).
Enrichment
Learning Goals M04-S4-C4-05: Compare units of measurement to determine more or less relationships
including:
(or other state
length - yards and miles, meters and kilometers, and
performance
weight - pounds and tons, grams and kilograms.
indicator)
M04-S4-C4-06: State equivalent relationships (e.g., 3 teaspoons = 1 tablespoon, 16 cups = 1
gallon, 2000 pounds = 1 ton).
M04-S4-C4-07: Compare the weight of two objects using both U.S. customary and metric
units.
M04-S4-C4-08: Determine the perimeter of simple polygons (e.g., square, rectangle,
triangle).
M04-S4-C4-09: Determine the area of squares and rectangles.
Unit 7:
Measurement (Metric)
Notes
Learning
Goals to be
Assessed
Remedial
Learning
Goals
Unit Length: 10-15 days; Nov. 1 – 17
(Nov 9 – ½ day; Nov 10 – no school: Veterans Day;
Nov 16, 17 are ½ days: PT Conferences.)
Students need a lot of exposure to estimating measurements. They may get metric mixed up with
standard. Make sure to talk about all types of measurement throughout the year.
M03-S4-C4-01: Select the appropriate measure of accuracy:
 Length: centimeters, meters, kilometers
 Capacity/volume: liters
 Mass/weight: grams
M03-S4-C4-04: Measure a given object using the appropriate unit of measure:
 Length: centimeters, millimeters, meters, and kilometers
 Capacity/Volume: liters
 Mass/weight: grams
M03-S4-C4-05: Record temperatures to the nearest degree in degrees F and degrees C as
shown on thermometer (start this early in the year in calendar math as well)
M03-S4-C4-06: Compare units of measurement to determine more or less relationships for
length (centimeters to meters)
*M03-S4-C4-08: Compare the length of two objects using metric units
*M03-S1-C3-04: Compare estimations of appropriate measures to actual measures
*M03-S1-C3-05: Evaluate the reasonableness of estimated measures
M03-S1-C2-06: Solve word problems using grade-level appropriate operations and numbers
M02-S3-C4-02: Make simple predictions based on a variable (i.e. a child’s height from year to
year).
M02-S4-C4-06: Measure a given object using the appropriate measure (length, capacity and
mass).
M02-S4-C4-01: Identify the type of measure (i.e. weight, height, or time) for each attribute of
an object.
M02-S4-C4-02: Select the appropriate U.S. customary measure of accuracy (length, capacity,
or mass).
M02-S3-C4-01: Identify the change in a variable over time (i.e. an object gets
taller, colder, heavier).
Enrichment
Learning
Goals
(or other state
performance
indicator)
M04-S4-C4-05: Compare units of measurement to determine more or less relationships
including:
length - yards and miles, meters and kilometers, and
weight - pounds and tons, grams and kilograms.
M04-S4-C4-06: State equivalent relationships (e.g., 3 teaspoons = 1 tablespoon, 16 cups = 1
gallon, 2000 pounds = 1 ton).
M04-S4-C4-07: Compare the weight of two objects using both U.S. customary and metric
units.
M04-S4-C4-08: Determine the perimeter of simple polygons (e.g., square, rectangle, triangle).
M04-S4-C4-09: Determine the area of squares and rectangles.
Unit 8:
Graphing/Data
Notes
Learning Goals to
be Assessed
Unit Length: 12-14 days
Nov. 20 – Dec. 12
(Nov 23-24 no school: Thanksgiving; Dec.
6 is ½ day: PD)
You can start graphing very early in the school year, especially bar graphs. Do a “graph of the
week” (or something similar) in order to spiral the graphing objectives. The graphs should get
more complicated as the year goes on. Example: For pictographs, use a key where each picture =
4 votes.
*M03-S2-C1-PO1: Formulate questions to collect data in contextual situations
M03-S2-C1-PO2: Construct a horizontal bar, vertical bar, pictograph, or tally chart
with appropriate labels and title from organized data
M03-S2-C1-PO3: Interpret data found in line plots, pictographs, and single-bar graphs
(horizontal and vertical)
M03-S2-C1-PO4: Answer questions based on data found in line plots, pictographs, and
single-bar graphs (horizontal and vertical)
*M03-S2-C1-PO5: Formulate questions based on graphs, charts, and tables to solve
problems
*M03-S2-C1-PO6: Solve problems using graphs, charts, and tables
M03-S1-C2-05: Select grade-level appropriate operation to solve problem.
M03-S1-C2-06: Solve word problems using grade-level appropriate operations and
numbers
Remedial Learning
Goals
M02-S2-C1-03: Interpret pictographs using terms such as most, least, equal, more than,
less than and greatest.
M02-S2-C1-04: Answer questions about pictographs using terms such as most, least,
equal, more than, less than and greatest.
M02-S2-C1-02: Make a simple pictograph or tally chart with appropriate labels from
organized data.
Enrichment
Learning Goals
M04-S2-C1-02: Construct a single-bar graph, line graph or two-set Venn diagram with
appropriate labels and title from organized data.
M04-S2-C1-03: Interpret graphical representations and data displays including singlebar graphs, circle graphs, two-set Venn diagrams, and line graphs that display
continuous data.
M04-S2-C1-04: Answer questions based on graphical representations and data
displays including single-bar graphs, circle graphs, two-set Venn diagrams, and line
graphs that display continuous data.
Unit 9:
Multiplication/Division
(The PROCESS)
Unit Length: 10 Days
Dec. 13 – Jan. 12
(Dec. 22-Jan 5 no school: Winter
Break)
Notes
The PROCESS of multiplication/division needs to be a unit, but memorizing facts should be
ongoing. You can start other units as the kids continue to practice their multiplication facts (and
eventually, division facts) Stress FACT FAMLIES during the process.
*M03-S1-C2-O7: Demonstrate the process of multiplication as repeatedly adding the
same number, counting by multiples, combining equal sets, and making arrays
Learning Goals
to be Assessed
*M03-S1-C2-O8: Demonstrate the process of division with one-digit divisors (separating
elements of a set into smaller equal sets, sharing equally, or repeatedly subtracting the
same number)
M03-S1-C2-O9: Demonstrate families of equations for multiplication and division
through 9’s
M03-S1-C2-10: State multiplication and division facts through 9’s (this doesn’t happen
until after the process has been taught, and is ONGOING)
M03-S1-C2-11: Demonstrate the communicative and identity properties of multiplication
M03-S1-C2-12: Identify multiplication and division as inverse operations
*M03-S1-C2-14: Apply the symbol (x)
M03-S1-C1-20: Identify whole-number factors and/or pairs of factors for a given whole
number through 24
M03-S1-C1-21: Determine multiples of a given whole number with products through 24
(skip counting)
*M03-S3-C2-01: Describe a rule used in a simple grade-level appropriate function
(example: t-chart, input/output model, frames and arrows
M03-S1-C2-05: Select grade-level appropriate operation to solve problem.
M03-S1-C2-06: Solve word problems using grade-level appropriate operations and
numbers
Remedial
Learning Goals
M02-S1-C2-09: Count by multiples of threes.
M02-S3-C1-02: Extend a grade-level appropriate pattern using symbols or numbers.
M02-S1-C2-10: State multiplication facts of 2s, 5s and 10s.
M04-S1-C1-18: Identify all whole number factors and pairs of factors for a given whole
number through 144.
Enrichment
Learning Goals
M04-S1-C1-19: Determine multiples of a given whole number with products through
144.
M04-S1-C2-05: Multiply multi-digit numbers by two-digit numbers
M04-S1-C2-06: Divide with one-digit divisors.
M04-S1-C2-10: Apply the symbol:  and ( ) for multiplication, and ≤, ≥ .
Unit 10:
Fractions
Learning Goals
to be Assessed
Unit Length: 5-7 days
Jan. 16 – Jan 25
(No school Jan 15: MLK day; Jan 24 is ½
day: PD)
M03-S1-C1-10: Make models that represent proper fractions (halves, thirds, fourths,
eighths, and tenths)
M03-S1-C1-11: Identify symbols, words, or models that represent proper fractions (halves,
thirds, fourths, eighths, and tenths)
M03-S1-C1-12: Use fractions in contextual situations
M03-S1-C1-13: Compare two proper fractions with like denominators
M03-S1-C1-14: Order three or more proper fractions with like denominators (halves,
thirds, fourths, eighths, and tenths)
M03-S1-C2-16: Add/subtract fractions with like denominators (halves, thirds, fourths,
eighths, and tenths)
M03-S1-C2-05: Select grade-level appropriate operation to solve problem.
M03-S1-C2-06: Solve word problems using grade-level appropriate operations and numbers
M02-S1-C1-14: Make models that represent given fractions (halves and fourths)
Remedial
Learning Goals
M02-S1-C1-15: Identify in symbols or words a model that is divided into equal fractional
parts (halves and fourths)
M02-S1-C2-15: Demonstrate addition of fractions with like denominators (halves and
fourths) using models.
M02-S1-C2-16: Demonstrate subtraction of fractions with like denominators (halves and
fourths) using models.
M04-S1-C1-09: Make models that represent mixed numbers
M04-S1-C1-10: Identify symbols, words, or models that represent mixed numbers
Enrichment
Learning Goals
M04-S1-C1-12: Compare two unit fractions (e.g., ½ to 1/5) or proper or mixed numbers
with like denominators.
M04-S1-C1-13: Order three or more unit fractions or proper or improper fractions with
like denominators
M04-S1-C2-12: Add or subtract fractions with like denominators, no regrouping.
Unit 11:
Probability
Notes
Learning Goals
to be Assessed
Unit Length: 7 days
Jan. 26 – Feb. 8
Incorporate fractions into your probability lessons. (Example: the chances of a ____ are
1/6) Plan a variety of probability experiments for them and then continue to spiral. Spend
time with the terms likely, certain, and impossible as well.
M03-S2-C2-O1: Name the possible outcomes for a probability experiment
M03-S2-C2-O2: Make predictions about the probability of events being more likely, less
likely, equally likely, or unlikely
M03-S2-C2-O3: Predict the outcome of a grade-level appropriate probability experiment
*M03-S2-C2-O4: Record the data from a grade-level appropriate probability experiment
*M03-S2-C2-O5: Compare the outcome of an experiment to the predictions made prior to
the experiment
*M03-S2-C2-O6: Compare the results of two repetitions of the same grade level
appropriate probability experiment
M03-S2-C3-01: Make a diagram to represent the number of combinations available when
1 item is selected from each of 3 sets of 2 (ex: 2 different shirts, 2 hats, and 2 belts equals 8
different combinations) (This is a form of discrete math and should most definitely be
spiraled throughout the year)
Remedial
Learning Goals
M02-S5-C2-02: Identify the concepts of all and none within the context of logical
reasoning.
M02-S2-C2-02: Predict the most likely or least likely outcome in probability experiments.
M02-S2-C2-06: Compare the results of two repetitions of the same probability
experiment.
M02-S5-C2-01: Identify the concepts of some, every, and many within the context of
logical reasoning.
Enrichment
Learning Goals
M04-S2-C2-02: Describe the probability of events as being more likely, less likely,
equally likely, unlikely, certain, impossible, fair or unfair.
M04-S2-C2-06: Make predictions from the results of student-generated experiments
using objects (e.g., coins, spinners, number cubes).
M04-S2-C2-07: Compare the results of two repetitions of the same grade-level
appropriate probability experiment.
Unit Length: 7-9 days; Feb. 9 – Feb. 23
Unit 12:
Geometry
Learning Goals to
be Assessed
(Feb 14 is ½ day: PD; Feb 19 no school: Pres.
Day; Feb. 23 is ½ day)
*M03-S4-C1-O1: Build geometric figures with other common shapes (tangrams,
pattern blocks, geoboards)
M03-S4-C1-O2: Name concrete objects and pictures of 3D solids (cones, spheres,
cubes, prisms, pyramids, cylinders)
M03-S4-C1-O3: Describe the relationship between 2D and 3D shapes (squares/cubes,
circles/spheres, triangles/cones)
M03-S4-C1-O4: Recognize similar shapes (same shape, different size)
M03-S4-C1-O5: Identify a line of symmetry in a 2D shape
M03-S4-C2-O1: Recognize the same shape in different positions
(turn/rotation/flip/slide)
M03-S3-C3-01: Identify points in the first quadrant using ordered pairs
Remedial Learning
Goals
M02-S4-C1-01: Compare attributes of two-dimensional shapes (square, rectangle,
triangle and circle).
M02-S4-C1-02: Recognize congruent shapes.
M02-S4-C1-03: Recognize lines of symmetry in a two-dimensional shape.
M02-S4-C2-01: Recognize the same shape in different positions (flip & slide)
M04-S4-C1-03: Draw points, lines, line segments (with open or closed endpoints),
rays, and angles
Enrichment
Learning Goals
M04-S4-C1-04: Classify angles (e.g., right, acute, obtuse, straight).
M04-S4-C1-05: Classify triangles as right, acute, or obtuse.
M04-S4-C1-06: Identify congruent geometric shapes.
M04-S4-C1-08: Draw a 2-dimensional shape that has line symmetry.