3rd Grade Mathematics
Mathematics Unit 1
Essential Questions:
Power standard(s):

3.NS.1 Read and write whole numbers
up to 10,000. Use words, models,
standard form, and expanded form to
represent and show equivalent forms
of whole numbers up to 10,000.
Vocabulary – expanded form/expanded
notation, word form, place value, ones, tens,
hundreds, thousands, ten- thousands,
compare, greater than, less than, equivalent,
digit, odd, even, estimate, rounding,
regrouping, sum, difference, addend,
reasonable, greatest, least, fewer
Timeframe: 3 weeks
August 18th –
September 5th
Topic:
 Number Sense
Mathematical Process:
 PS.1 Make sense of problems and
persevere in solving them.
Whole group mini lesson :



3.NS. 2 Compare two whole numbers up to 10,000 using >, =, and < symbols.
3.NS.9. Use place value understanding to round to 2 – and 3 – digit whole numbers to the nearest 10 or 100.
3.C.1 Add subtract whole numbers fluently within 1000.
Sub-standards/skills:
 Place Value to 10,000
 Rounding to nearest 10 and nearest 100
 Less than/greater than/equal to
 Addition and subtraction with regrouping
 Across zeros
 Word problems
 Number sentences
 Word form
 Expanded form
 Standard forms
 Combinations of hundreds, hundreds, and ones (9 hundreds, 28 tens, 16 ones)
 Checking your work
Activities
Resources:
 Rounding Rap from You Tube
Notes related to
timing:
Assessment
3rd Grade Mathematics
Guided math (differentiation for small groups/individuals):

4. NS. 9 Rounding to any given place value. 2. CA. 4. Regroup 10’s and 100’s.
Sub-standards/skills:
Activities
Resources
Assessment
Independent Practice

2. NS. 5 odd and even
Sub-standards/skills:
 Odd and even numbers
 Less than, greater than, equal to
Activities
Resources
Assessment
Problem Solving (Writing and discussion)

2.CA 2. Estimation with a reasonable answer.
Sub-standards/skills:
 Determine what is wrong in a problem
 How would you correct the work?
 Explain the process
 Explain your thinking
Activities
Resources
Assessment
3rd Grade Mathematics
Mathematics Unit 2
Power standard(s):

3. AT. 1 Solve real-world problems
involving addition and subtraction of
whole numbers within 1,000.
Essential Questions:
Vocabulary - sum, difference, addend,
rounding, estimating, commutative property,
associative property, patterns, “in all”, “all
together”, operations, compare, fact family,
number sentence,
Timeframe: 3 weeks
Notes related to
September 8th –
timing:
th
September 26
Topic:
 Algebraic Thinking
Mathematical Process:
 P.S 2 Reason abstractedly and
quantitatively
Whole group mini lesson :



3.C.1 Add and subtract whole numbers within 1,000.
3.NS.9 Rounding
2. CA 6. Using Commutative and Associative Property in Addition.
Sub-standards/skills:
 Estimating Sums and Differences
 Word Problems continued
 Regrouping
 Commutative and Associative properties
- Fact Families
 Subtracting across zeros
 Rounding
 Solve 2 step problems
 Number patterns
 Checking your work
Activities
Resources
Assessment
3rd Grade Mathematics
Guided math (differentiation for small groups/individuals):



3.NS.9 Rounding.
2.CA. 7 Determine number patterns using addition and subtraction.
1.CA.1 Fact family for addition and subtraction
Sub-standards/skills:
Activities
Resources
Assessment
Independent Practice


2.CA.4 Adding and Subtracting 2 and 3 digit. 3 NS 1. Read and write whole numbers up to 10,000.
3.NS. 2 Compare two whole numbers up to 10,000 using >, =, and < symbols.
Sub-standards/skills:
Activities
Resources
Assessment
Problem Solving (Writing and discussion)

3 A.T. 3. Solve two-step real-world problems using the four operations of addition, subtraction, multiplication, and division.
Sub-standards/skills:
Activities
Resources
Assessment
3rd Grade Mathematics
Mathematics Unit 3
Power standard(s):


3 M.3 Tell and write time to the
nearest minute from analog clocks,
using a.m. and p.m. and measure time
intervals in minutes. Solve real-world
problems involving subtraction and
addition of time intervals in minutes.
3.M.4 Find the value of any collection
of coins and bills. Write amounts less
than a dollar using the cents symbol
and write larger amounts using the
dollar symbol in the form of dollars
and cents. Solve real-world problems
to determine whether there is enough
money to make a purchase.
Essential Questions:
Vocabulary - a.m., p.m., minute hand, hour
hand, digital clock, symbol, elapsed time,
how many more, how many less, quarter to,
quarter after, half past, intervals, cents ₵,
dollar $, value of coins, fewest coins possible,
decimal point, chart, bar graphs, frequency
table, scale, data, pictograph, predictions,
survey, experiment
Timeframe: 3 weeks
September 29th to
October 17th
Topic:
 Measurement
Notes related to
timing:
Mathematical Process:
 PS 6. Attend to precision.
Whole group mini lesson :



3.M.3 Tell and write time to the nearest minute from analog clocks, using a.m. and p.m., and measure time intervals in minutes.
Solve real-world problems involving addition and subtraction of time intervals in minutes.
3.M.4. Find the value of any collection of coins and bills. Write amounts less than a dollar using the ¢ symbol and write larger
amounts using the $ symbol in the form of dollars and cents (e.g., $4.59). Solve real-world problems to determine whether there
is enough money to make a purchase.
3.DA.1. Create scaled picture graphs, scaled bar graphs, and frequency table to represent a data set – including data collected through
observations surveys, and experiments – with several categories. Solve one- and two-step “how many more” and “how many less”
problems regarding the data and make predictions based on data.
Sub-standards/skills:
 Quarter hour, half hour
 a.m./p.m.
 Elapsed time
3rd Grade Mathematics



Counting coins and bills
Making change
Different combinations of coins
Activities
Resources:
 You Tube Tyler Binkley
Assessment
Guided math (differentiation for small groups/individuals):



2. M. 7 Find the value of pennies, nickels, quarters, and dollars.
2.M. 5 Telling time to the nearest 5 minutes
2.M. 6 Relationship to time (minutes in an hour, hours in a day, etc.)
Sub-standards/skills:
Activities
Resources
Assessment
Independent Practice
Sub-standards/skills:
 Time to hour, half hour, and quarter hour.
Activities
Resources
Problem Solving (Writing and discussion)
Sub-standards/skills:
 Elapsed time
 Conversion of time
 Will they be able to make their purchase?
Assessment
3rd Grade Mathematics
Activities
Resources
Assessment
Mathematics Unit 4
Essential Questions:
Timeframe: 3 weeks
October 20th –
November 7th
Topic:
 Computation
Power standard(s):
 3.C.2 Represent the concept on
multiplication of whole numbers with
the following models: Equal-sized
groups, arrays, area models, and
equal “jumps” on a number line.
Understand the properties of 0 and 1
in multiplication.
 3.C.3. Represent the concept of
division of whole numbers with the
following models: partitioning,
sharing, and an inverse of
multiplication. Understand the
properties of 0 and 1 in division.
 3.C.5. Multiply and divide within 100
using strategies, such as the
relationship between multiplication
and division or properties of
operations.
Vocabulary - multiplication, product, factors,
division, dividend, divisor, quotient, fact
family, array, equal sharing, equal groups,
repeated subtraction, repeated addition,
inverse, zero property, identity property,
relationship, remainders, equation, rule,
Mathematical Process:
 PS.4 Model with Mathematics
Whole group mini lesson :



3.C.6. Demonstrate fluency with multiplication facts and corresponding division facts of 0 and 10.
3.C.4. Interpret whole number quotients of whole numbers.
3.AT.5 Determine the unknown whole number in multiplication or division equation relating three whole numbers.
Sub-standards/skills:
 Fact families
Notes related to
timing:
3rd Grade Mathematics
 Arrays
 Equal sharing
 Repeated addition and subtraction
 Inverse relationship
 Properties: Zero and One
 Checking your work
 Product, factor, quotient, dividend, divisor
Activities
Resources
Assessment
Guided math (differentiation for small groups/individuals):




3.C.6 Demonstrate fluency of multiplication and division.
4.C.2. Multiplying a four digit number by a one digit or a two digit number by two digit.
4.C.3 Dividing four digit by 1 digit with remainders.
2 NS 1. Count by 1’s, 2’s, 5’s, 10’s, and 100’s.
Sub-standards/skills:
Activities
Resources
Assessment
Independent Practice

2 CA 5. Arrays. Math Fact Fluency
Sub-standards/skills:
 Arrays
 Fact fluency
Activities
Resources
Assessment
Problem Solving (Writing and discussion)

3 AT.2. Solve real-world problems involving whole number multiplication and division within 100 in situations involving equal groups,
3rd Grade Mathematics


arrays, and measurement quantities.
3.AT.3 Solve two-step real-world problems using the four operations of addition, subtraction, multiplication and division.
3.AT.4 Interpret a multiplication equation as equal groups. Represent verbal statements of equal groups as multiplication equations.
Sub-standards/skills:
 Too much information
 Interpreting pictures
 Write the number sentence to model it
 Draw a picture to show
 Relating to algebraic thinking (4p =20)
Activities
Resources
Assessment
3rd Grade Mathematics
Essential Questions:
Mathematics Unit 5
Power standard(s):

3.NS.3, 4, 5 Understand and represent
fractions.
Vocabulary - fractions, numerator,
denominator, whole, OF, part OF, equal parts,
halves, thirds, fourths/quarters, sixths,
eighths, improper
Timeframe: 3 weeks
Notes related to
th
November 11 –
timing:
December 5th
Topic:
 Number Sense (Fractions)
Mathematical Process:
 PS.4 Model with mathematics




Whole group mini lesson :
3.NS.3 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. [In grade 3, limit denominators of fractions to 2, 3, 4, 6, 8.]
3.NS.4 Represent a fraction, 1/b, on a number line 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 that the endpoint of the part based at 0 locates the number 1/b on the number
line.
3.NS.5 Represent a fraction, a/b, on a number line by marking off 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.
3 G.4 Partition shapes into equal areas. Express the area of each part as a unit fraction of a whole.
Sub-standards/skills:
 Fractions on a number line
 Shape partitioned into equal parts
 Intervals
 Parts of wholes
 Unit fractions (1/2, 1/3, 1/4, 1/6, 1/8)
Activities
Resources
Assessment
Guided math (differentiation for small groups/individuals):
Sub-standards/skills:
 Reinforce whole group mini-lesson.
 4 NS. 3 conversion of fractions from improper to mixed.
3rd Grade Mathematics
Activities
Resources
Assessment
Independent Practice


2.G.4. Partition a rectangle into rows and columns of the same size squares to count to find the total number of same-size squares.
2.G.5 Partition circles and rectangles into two, three, or four equal parts: describe the shares using the words halves, thirds, half of, a
third of etc, and describe the whole as two halves, three thirds, four fourths. Recognize that equal parts of identical wholes need not
have the same shape.
Sub-standards/skills:
Activities
Resources
Assessment
Problem Solving (Writing and discussion)
Sub-standards/skills:
 Explain why/why not this picture represents a fraction
 Explain how fractions change as the denominator increases
 Explain how fractions change as the numerator changes and the denominator remains the same
Activities
Resources
Assessment
3rd Grade Mathematics
Essential Questions:
Mathematics Unit 6
Power standard(s):

3.G.2 Understand that shapes may
share attributes
Vocabulary - cube, sphere, prism, pyramid,
cone cylinder, rhombus, trapezoid, rectangle,
square, quadrilateral, attributes, line, line
segments, ray, perpendicular lines, parallel
lines, point, symmetry, congruent, twodimensional, three-dimensional, plane figure
polygons, irregular polygons, vertices, faces,
edges, right angle, acute angle, obtuse angle,
identify, describe
Timeframe: 3 weeks
December 8th –
January 9th
Topic:
 Geometry
Notes related to
timing:
Mathematical Process:
 PS.7 Look for and make use of
structure
Whole group mini lesson:




3 G 1. Identify and describe the following: cube, sphere, prism, pyramid, cone and cylinder.
3 G 2. Recognize and draw examples of quadrilaterals that do not belong to any of these subcategories.
3 G 3. Identify, describe and draw points, lines and line segments using appropriate tools and use these terms when describing twodimensional shapes.
Talk about congruency.
Sub-standards/skills:
 2 dimensional shapes – names of them
 3 dimensional shapes – names of them
 Classify shapes
 Congruency
 Lines, line segments, points
Activities
Resources
Assessment
Guided math (differentiation for small groups/individuals):


4.G.2 Symmetry.
4.G.4 Perpendicular and parallel lines, identify, describe and draw rays and angles (right, acute, obtuse). Identify these in two dimensional figures.
3rd Grade Mathematics
Sub-standards/skills:
Activities
Resources
Assessment
Independent Practice


2.G.1 Identify, describe, and classify two – and three-dimensional shapes according to the number and shape of faces and the number of
sides and/or vertices. Draw 2 dimensional shapes.
2.G.2 Create squares, rectangles, triangles, cubes, and right rectangular prisms using appropriate materials.
Sub-standards/skills:
Activities
Resources
Assessment
Problem Solving (Writing and discussion)
Sub-standards/skills:
 Explain why/why this shape is a ____
 What attributes are needed to make a ____
 Choose the quadrilaterals
Activities
Resources
Assessment
3rd Grade Mathematics
Essential Questions:
Mathematics Unit 7
Power standard(s):

3 DA. 2 Generate measurement data
by measuring lengths with rulers to
the nearest quarter of an inch.
Display the data by making a line plot,
where the horizontal scales is marked
off in appropriate units, such as whole
numbers, halves, or quarters.
Vocabulary - ruler, quarter, inch, measure,
halves, quarters, area, perimeter, length,
width, polygon, rectangle, square units,
centimeter, millimeter, meter, foot, yard,
weight, temperature, degrees, estimate,
measure, yard stick, meter
Timeframe:
January 12th – January
30th
Topic:
 Measurement
Notes related to
timing:
Mathematical Process:
 PS.5 Use appropriate tools
strategically.
 PS.6 Attend to precision
 PS.8 Look for and express regularity in
repeated reasoning
Whole group mini lesson :




3 M.2 Choose and use appropriate units and tools to estimate and measure length, weight, temperature. Estimate and measure
length to a quarter inch, weight in pounds, and temperature in degrees Celsius and Fahrenheit. (only bolded taught this time)
3. M.5 Find the area of a rectangle with whole-number side lengths by modeling with unit squares and show that the area is the same as
would be found by multiplying the side lengths. Identify and draw rectangles with the same perimeter and different areas or with the
same area and different perimeters.
3.M.6 Multiply side lengths to find areas of rectangles with whole-number side lengths to solve real-world problems, and represent
whole-number products as rectangular areas in mathematical reasoning.
3.M.7 Find perimeters of polygons given the side lengths or by finding an unknown side length.
Sub-standards/skills:
 Measure to the ½ inch
 Measure the the ¼ inch
 Area = length x width
 Perimeter
Activities
Resources
Assessment
Guided math (differentiation for small groups/individuals):
3rd Grade Mathematics



2. M. 1 Relationships between inch, foot, yard, and centimeter and meter.
2 M.2 Measure to the nearest inch. 4 M 1. Measure to the nearest quarter inch, eighth inch, millimeter.
4 M 4 Apply area and perimeter involving shapes.
Sub-standards/skills:
Activities
Resources
Assessment
Independent Practice

2 M. 2. Measure length of an object using ruler, yardstick, meter stick to the nearest inch, foot, yard, centimeter, and meter
Sub-standards/skills:
Activities
Resources
Assessment
Problem Solving (Writing and discussion)
Sub-standards/skills:
 Draw shapes with same perimeter but different area and vice versa
 Use appropriate tools
 Use tools appropriately (start at 0)
 Formulas for area and perimeter
Activities
Resources
Assessment
3rd Grade Mathematics
Mathematics Unit 8
Power standard(s):

3 NS. 6 Understand two fractions as
equivalent if they are the same size,
based on the same whole or the same
point on a number line
Essential Questions:
Vocabulary - equivalent, simple fractions,
numerator, denominator, tenths,
hundredths, justify, decimals, reasoning,
symbols <, >, =
Timeframe:
Notes related to
nd
February 2 –
timing:
February 20th
Topic:
 Number Sense (Fractions)
Mathematical Process:
 PS.3 construct viable arguments and
critique the reasoning of others
Whole group mini lesson :


3 NS 7. Recognize and generate simple and equivalent fractions. Explain why the fractions are equivalent.
3 NS 8. Compare two fractions with the same numerator or the same denominator by reasoning about their size based on the same
whole. Record the results of comparisons with the symbols >, <, or = and justify conclusions.
Sub-standards/skills:
 Order fractions from least to greatest
 Compare fractions
 Equivalent fractions
Activities




Resources
Assessment
Guided math (differentiation for small groups/individuals):
3.NS.3 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. [In grade 3, limit denominators of fractions to 2, 3, 4, 6, 8.]
3.NS.4 Represent a fraction, 1/b, on a number line 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 that the endpoint of the part based at 0 locates the number 1/b on the number
line.
3.NS.5 Represent a fraction, a/b, on a number line by marking off 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.
4.NS.7 Compare two decimals to hundredths.
3rd Grade Mathematics

4.NS.6 Write hundredths and tenths and fractions and decimals.
Sub-standards/skills:
 Decimals
Activities
Resources
Assessment
Independent Practice



3.NS.3 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. [In grade 3, limit denominators of fractions to 2, 3, 4, 6, 8.]
3.NS.4 Represent a fraction, 1/b, on a number line 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 that the endpoint of the part based at 0 locates the number 1/b on the number
line.
3.NS.5 Represent a fraction, a/b, on a number line by marking off 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.
Sub-standards/skills:
Activities
Resources
Problem Solving (Writing and discussion)
Sub-standards/skills:
 Why is this fraction larger?
 Explain why this fraction is larger.
 Which dot represents the fraction?
 Plot a fraction on a number lines
 Explain why it is true (Justify)
 Using fractions to divide
 Multi-step word problems that include dividing a smaller group
Assessment
3rd Grade Mathematics
Activities
Resources
Assessment
3rd Grade Mathematics
Mathematics Unit 9
Essential Questions:
Power standard(s):
 ISTEP prep
 3.M.1 Estimate and measure
mass/weight, and volume. Use
grams, kilograms, gallons, quarts,
liters, Celsius, Fahrenheit
Vocabulary - mass, volume, grams, kilograms,
gallons, quarts, liters, plot, number line, set,
Celsius and Fahrenheit, cups, pints, pound,
ounce, milliliter, hour, second, minute, meter,
centimeter, kilometer
Timeframe: 3 weeks
February 24th – March
13th
Topic:
 Measurement
Notes related to
timing:
Mathematical Process:
 PS.6 Attend to precision
Whole group mini lesson:


3.M.2 Estimate and measure length to a quarter inch, weight in pounds, and temperature in degrees Celsius and Fahrenheit. (only
bolded taught this time)
Explaining how to express mathematical thoughts in written form.
Sub-standards/skills:
 Reading a thermometer
 Scale/increments on thermometer
 Beaker
 Metric vs. Standard measurements (sort which ones are which)
 Conversions
Activities
Resources
 Conversions: Kittens Hate Dogs
Because Dogs Can’t Meow
Assessment
Guided math (differentiation for small groups/individuals):


2.M.4 cups and pints.
4.M.2 Know relative sizes of measurement units, kilometer, meter, centimeter, kilogram, gram, pound, ounce, liter, milliliter, minute,
hour, second.
Sub-standards/skills:
3rd Grade Mathematics
Activities
Resources
Assessment
Independent Practice
Sub-standards/skills:
 Review past standards and vocabulary
Activities
Resources
Assessment
Problem Solving (Writing and discussion)

3.M.1 Add, subtract, multiply or divide to solve one-step real world problems involving masses or volumes that are given in the same
units.
Sub-standards/skills:
 Conversions
 Complete a chart
 Use appropriate tools
Activities
Resources
Assessment
3rd Grade Mathematics
Essential Questions:
Mathematics Units 10-11
Power standard(s):


Student driven ISTEP review on
algebraic thinking (expressions/
equations), fractions,
multiplication/division, time, money,
problem solving, area and perimeter.
Vocabulary - Review vocabulary, probability,
unlikely, certain, impossible, likely, equal
chance, interpret, define,
Timeframe: 6 weeks
March 16th – April 24th
Topic:
 All Standards
Mathematical Process:
 All Processes
Approximately one week per concept
Whole group mini lesson :
Sub-standards/skills:
 Number Sense
 Computation
 Algebraic Thinking
 Geometry
 Measurement
 Data Analysis
 Probability
Activities
Resources:
 Little Turtle 16 day spiral review
Assessment
Guided math (differentiation for small groups/individuals):
Sub-standards/skills:
 Reviewing Skills.
 Time (elapsed time and conversions)
 Money (making change, fewest coins possible)
 Multiplication/Division (vocabulary and choosing correct operation to solve problem)
 Algebraic Thinking (solving for unknown and creating the correct equation to solve a problem)
 Fractions (equivalent fractions, order least to greatest, and probability)
 Area and Perimeter
Notes related to
timing:
3rd Grade Mathematics
 Problem Solving.
Activities
Resources
Assessment
Independent Practice
Sub-standards/skills:
 Reviewing Skills
Activities
Resources
Assessment
Problem Solving (Writing and discussion)
Sub-standards/skills:
Activities
Resources
Assessment
3rd Grade Mathematics
Mathematics Unit 12
Essential Questions:
Power standard(s):



Critical Thinking,
Spatial Reasoning,
Timeframe:
Notes related to
th
nd
May 4 – May 22
timing:
Topic:
 Critical Thinking
 Fourth Grade Standards
Fourth Grade Standard Plug Ins
Mathematical Process:
 All Processes
Whole group mini lesson :
Sub-standards/skills:
 Teacher Driven Lessons and Activities.
 4.C.2. Multiply a whole number one by four numbers or two by two numbers.
 4.C.3 Long division with and without remainders.
 4.DA 3. Interpret data on a circle graph.
Activities
Resources
Assessment
Guided math (differentiation for small groups/individuals):
Sub-standards/skills:
Activities
Resources
Assessment
Independent Practice
Sub-standards/skills:
Activities
Resources
Assessment
3rd Grade Mathematics
Problem Solving (Writing and discussion)
Sub-standards/skills:
Activities
Resources
Assessment