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Scott Foresman-Addison Wesley Mathematics Grade 3 Mathematics Curriculum Guides PDF

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Milwaukee Public Schools Final Pacing Guide - Grade 3 Scott Foresman – Addison Wesley Mathematics 2008-2009 Scott Foresman-Addison Wesley Mathematics Grade 3 Mathematics Curriculum Guides Wisconsin MPS Wisconsin Assessment Mathematics Learning Target Descriptors for Mathematics Curriculum Standard (For Beginning Grade 4) A. Note: Mathematical processes 1) Reasoning: Use reasoning and logic to: Mathematical need to be embedded in all • Perceive patterns • Identify relationships Processes mathematical strands • Formulate questions • Pose problems throughout the school year. • Make conjectures • Justify strategies r Math processes are assessed on • Test reasonableness of results a e the WKCE-CRT and reported Y e as a separate proficiency area. 2) Communication: Communicate mathematical ideas and reasoning using h T For example, students are the vocabulary of mathematics in a variety of ways (e.g., using words, t asked to provide written numbers, symbols, pictures, charts, tables, diagrams, graphs, and models). u ho justifications and explanations, g u pose problems, and represent 3) Connections: Connect mathematics to the real world as well as within o r concepts. mathematics. h T 4) Representations: Create and use representations to organize, record, and communicate mathematical ideas. 5) Problem Solving: Solve and analyze routine and non-routine problems. Final Curriculum Guide Scott Foresman-Addison Wesley Mathematics-Grade 3 Developed by the Milwaukee Mathematics Partnership with support by the 1 National Science Foundation under Grant No. 0314898. 8/26/08 Milwaukee Public Schools Final Pacing Guide - Grade 3 Scott Foresman – Addison Wesley Mathematics 2008-2009 Time Curricular Connections MPS Learning Targets Wisconsin State Framework Assessment Descriptors Connections Units/Lessons District Model CABS September Chapter 1: Place Value Number Operations and Number Operations and Relationships MPS Number and Money Relationships #1 Operations and Communicate and use B.a:1 Recognize and apply place-value concepts to whole Relationships CABS 19 days 1.1 Ways to Use Numbers fluent and flexible numbers less than 10,000. (1.1, 1.2, 1.3, 1.4, 1.5, 1.7, 1.15) #3, #7 (NO&R) strategies to represent and 1.2 Numbers in the Hundreds compare numbers, B.a:2 Read, write, and represent numbers using words, MPS Algebraic (NO&R) estimate, and solve real- numerals, pictures (e.g., base ten blocks), number lines, arrays, Relations #4, 6, 10, 1.3 Place-Value Patterns world addition and expanded forms (243=200+40+3) and symbolic renaming e.g., 12 (NO&R) subtraction problems 243=250-7. (1.1, 1.2, 1.15) 1.4 Number in the Thousands including money (NO&R) (1.1, 1.2, 1.3, 1.4, 1.5, B.a:3 Compare and order whole numbers less than 10,000. 1.5 Great Numbers (NO&R) 1.6, 1.7, 1.8, 1.9, 1.10, (1.3, 1.7, 1.8, 1.9, 1.10) 1.6 Problem Solving Skill 1.11, 1.12, 1.13, 1.14, (NO& R) 1.15, 2.1, 2.2) B.a:4 Count by 2s, 3s, 5s, 10s, 25s, and 100s starting with 1.7 Comparing Numbers any multiple and 100s starting with any number. Identify and (NO&R) Algebraic Relationships name counting patterns. (1.14) 1.8 Ordering Numbers #9 (NO&R) Describe, extend, and B.a:5 Count, compare, and make change up to $10.00 using a 1.9 Number Patterns (NO&R make generalizations collection of coins and one-dollar bills. (1.12, 1.13) and AR) about geometric and 1.10 Rounding Numbers numeric patterns, B.b:8 Use addition and subtraction in everyday situations and (NO&R) including odd and even solve one- and two-step word problems. (1.6, 1.15, 2.1) 1.11 Problem-Solving Skill: numbers. Plan and Solve (NO&R and (1.7, 1.9, 1.11, 2.2, 2.3, B.b:15 Determine reasonableness of answers. (1.1, 1.2, 1.3, 1.4, AR) 2.4) 1.5, 1.6, 1.7, 1.8, 1.9, 1.10,1.11, 1.12, 1.13, 1.14, 1.15) 1.12 Counting Money (NO&R) 1.13 Making Change (NO&R) 1.14 Problem-Solving Skill: Look Back and Check (NO&R) 1.15 Problem-Solving Application (NO&R) Final Curriculum Guide Scott Foresman-Addison Wesley Mathematics-Grade 3 Developed by the Milwaukee Mathematics Partnership with support by the 2 National Science Foundation under Grant No. 0314898. 8/26/08 Milwaukee Public Schools Final Pacing Guide - Grade 3 Scott Foresman – Addison Wesley Mathematics 2008-2009 September Chapter 2: Addition and Algebraic Relationships Algebraic Relationships Subtraction Number Sense #10 Explain the meaning of F.a:1 Recognize, extend, describe, create, and replicate a variety 19 teaching 2.1 Addition Properties (AR) the equals sign, use of patterns including attribute, number and geometric patterns. days 2.2 Relating Addition and symbols to represent Such as: Subtraction (AR) problem situations, and • Picture patterns 2.3 Find a Rule (AR) use properties and • Patterns in tables and charts 2.4 Problem-Solving relationships to solve • “What’s-my-rule?” patterns Strategy: Write a Number open and true/false • Patterns using addition and subtraction rules Sentence (AR) number sentences. Focusing on relationships within patterns as well as extending (2.1, 2.2, 2.3, 2.4) patterns e.g., patterns and relationships represented with pictures, tables and charts; “what’s-my-rule?” patterns using addition and subtraction rules. (1.9, 1.11, 2.2, 2.3, 2.4) F.a:2 Determine odd or even. (1.9) F.b:5 Demonstrate a basic understanding of equality and inequality using symbols (<.>,=) with simple addition and subtraction. (1.7) F.c:6 Use properties and relationships of arithmetic to determine what number goes in a “box” to make a number sentence true, • Identify property of zero. Ex: 12 + 0 = “box” • Identify property of one. Ex: 5 x 1 = “box” • Commutative property for addition of single-digits • Associative property (2.1, 2.2) F.c:7 Use simple equations in a variety of ways to demonstrate the properties. (2.4) Final Curriculum Guide Scott Foresman-Addison Wesley Mathematics-Grade 3 Developed by the Milwaukee Mathematics Partnership with support by the 3 National Science Foundation under Grant No. 0314898. 8/26/08 Milwaukee Public Schools Final Pacing Guide - Grade 3 Scott Foresman – Addison Wesley Mathematics 2008-2009 October Chapter 2: Addition and Number Operations and Number Operations and Relationships MPS Number Subtraction Number Sense Relationships #1 Operations and Communicate and use B.a:1 Recognize and apply place-value concepts to whole Relationships CABS 20 days 2.5 Mental Math: Break fluent and flexible numbers less than 10,000 (2.6, 3.1, 3.2, 3.3, 3.4, 3.6, 3.8, 3.9) #5, 6, 8 Apart Numbers (NO&R) strategies to represent and 2.6 Mental Math: Using compare numbers, B.a:2 Read, write, and represent numbers using words, MPS Algebraic numerals, pictures (e.g., base ten blocks), number lines, arrays, Tens to Add (NO&R) estimate, and solve real- Relationships expanded forms (243=200+40+3) and symbolic renaming e.g., 2.7 Estimating Sums world addition and CABS #3, 4, 7A 243=250-7 (2.6, 3.3, 3.4, 3.6) (NO&R) subtraction problems 2.8 Overestimates and including money. B.b:8 Use addition and subtraction in everyday situations and Underestimates (NO&R) (2.5, 2.6, 2.7, 2.8, 2.9, solve one- and two-step word problems (2.5, 2.9, 2.10, 2.13, 3.3, 2.9 Mental Math: Using 2.10, 2.11, 2.12, 2.13, 3.1, 3.2, 3.3, 3.4, 3.6, 3.7, 3.8, 3.9, 3.10) Tens to Subtract(NO&R) 3.2, 3.3, 3.4, 3.5, 3.6, 3.7, 2.10 Mental Math: Counting 3.8, 3.9, 3.10, 3.11) B.b:9 Solve double-and triple-digit addition and subtraction on to Subtract (NO&R) problems with regrouping in horizontal and vertical format in 2.11 Estimating Differences Algebraic Relationships problems with and without context (3.1, 3.2, 3.3, 3.4, 3.6, (NO&R) #9 3.7, 3.8, 3.9, 3.10) 2.12 Problem Solving Skill: Describe, extend, and Writing to Explain (NO&R) make generalizations B.b:14 Estimate sums to tens, hundreds and thousands and 2.13 Problem Solving about geometric and differences of ten and hundreds (2.7, 2.8, 2.12, 2.14) Application (NO&R) numeric patterns, including odd and even B.b:15 Determine reasonableness of answers (2.5, 2.6, 2.7, 2.8, Chapter 3: Adding and numbers. (3.5) 2.9, 2.10, 2.11, 2.12, 2.13, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 3.7, 3.8, 3.9, Subtracting 3.10, 3.11) Algebraic Relationships 3.1 Adding Two-Digit Numbers (NO&R) F.a:1 Recognize, extend, describe, create, and replicate a variety 3.2 Models for Adding of patterns including attribute, number and geometric patterns. Three-Digit Numbers Such as: (NO&R) • Picture patterns 3.3 Adding Three-Digit • Patterns in tables and charts Numbers (NO&R) • “What’s-my-rule?” patterns 3.4 Adding Three or More • Patterns using addition and subtraction rules Numbers (NO&R)) Focusing on relationships within patterns as well as 3.5 Problem Solving Strategy: Draw a Picture extending patterns e.g., patterns and relationships represented with pictures, tables and charts; “what’s-my- (AR) rule?” patterns using addition and subtraction rules. (3.5) 3.6 Regrouping (NO&R) 3.7 Subtracting Two-Digit Numbers (NO&R) Final Curriculum Guide Scott Foresman-Addison Wesley Mathematics-Grade 3 Developed by the Milwaukee Mathematics Partnership with support by the 4 National Science Foundation under Grant No. 0314898. 8/26/08 Milwaukee Public Schools Final Pacing Guide - Grade 3 Scott Foresman – Addison Wesley Mathematics 2008-2009 October Chapter 3: Adding and Subtracting See Targets Above See Descriptors Above 20 teaching 3.8 Models for Subtracting days Three-Digit Numbers (NO&R) 3.9 Subtracting Three-Digit Numbers (NO&R) 3.10 Subtracting Across Zero (NO&R) 3.11 Problem-Solving Skill: Exact Answer or Estimate (NO&R) Final Curriculum Guide Scott Foresman-Addison Wesley Mathematics-Grade 3 Developed by the Milwaukee Mathematics Partnership with support by the 5 National Science Foundation under Grant No. 0314898. 8/26/08 Milwaukee Public Schools Final Pacing Guide - Grade 3 Scott Foresman – Addison Wesley Mathematics 2008-2009 Chapter 3: Adding and Number Operations and Number Operations and Relationships MPS Algebraic November Subtracting Relationships #1 Relationships B.b:9 Solve double-and triple-digit addition and subtraction CABS #1, 2, 3, 4 3.12 Adding and Subtracting Communicate and use problems with regrouping in horizontal and vertical format in 13 days Money (NO&R) fluent and flexible problems with and without context. (3.12, 3.13, 3.15) MPS Number 3.13 Choose a Computation strategies to represent and Operations and Method (NO&R) compare numbers, B.b:15 Determine reasonableness of answers. (3.12, 3.13, 3.14, Relationships 3.14 Equality and Inequality estimate, and solve real- 3.15) CABS #5, 6a, 6b (AR) world addition and 3.15 Problem-Solving subtraction problems Algebraic Relationships Application (NO&R) including money. (3.12, MPS 3.13, 3.14, 3.15) F.b:3 Demonstrate an understanding that the “=” sign means “the Measurement Chapter 4: Time, Data, and same as” by solving open or true/false number sentences. (3.14) CABS #9a, 9b Graphs Algebraic Relationships #10 F.b:4 Use notation to represent mathematical thinking: letter or MPS Geometry 4.1 Time to the half hour and box (variable); operation symbols (+,-,=). (3.14) CABS #3a, 3b the Quarter Hour (M) Explain the meaning of 4.2 Time to the Minute (M) the equals sign, use F.b:5 Demonstrate a basic understanding of equality and 4.3 Elapsed Time (M) symbols to represent inequality using symbols (<.>,=) with simple addition and 4.4 Using a Calendar (M) problem situations, and subtraction. (3.14) 4.5 Using Tally Charts to use properties and Organize Data (Stats & Prob) relationships to solve Measurement 4.6 Using Line Plots to open and true/false Organize Data (Stats & Prob) number sentences. D.a:1 Describe attributes of length, time, temperature, liquid 4.7 Reading Pictograph and (3,14) capacity, weight/mass, volume and identify appropriate units to Bar Graphs (Stats & Prob) measure them. Units include: inches, feet, yards, miles, meters, 4.8 Problem-Solving Skill: Measurement #6 centimeters, millimeters, cups, quarts, gallons, liters, seconds, Writing to Compare (Stats & minutes, hours, days, months, years, ounces, pounds, grams and Prob) Read and interpret degrees Fahrenheit/Celsius. (4.1, 4.2, 4.3, 4.4) 4.9 Graphing Ordered Pairs customary and metric (G) measuring instruments D.a:3 Make measurement conversions within a system (e.g., and determine time to the yards to feet; feet to inches; hours to minutes; days to hours; nearest minute and years to months; gallons to quarts). (4.1, 4.2, 4.4) elapsed time in real-world situations. (4.1, 4.2, 4.3, D.b:6 Tell time to the nearest minute and translate time from 4.4) analog to digital clocks and vice versa. (4.1, 4.2) D.b:7 Determine and compare elapsed time in multiples of 15 minutes in problem-solving situations. (4.3) Final Curriculum Guide Scott Foresman-Addison Wesley Mathematics-Grade 3 Developed by the Milwaukee Mathematics Partnership with support by the 6 National Science Foundation under Grant No. 0314898. 8/26/08 Milwaukee Public Schools Final Pacing Guide - Grade 3 Scott Foresman – Addison Wesley Mathematics 2008-2009 Statistics & Probability Statistics & Probability November #7 E.a:1 Answer and pose questions about collecting, organizing, Formulate questions that and displaying data. Work with data in the context of real-world 13 days lead to real-world data situations by formulating questions that lead to data collection investigations, collect, and analysis and determining what data to collect and when and organize, and display how to collect the data. . (4.5, 4.6, 4.7, 4.8) data, and draw reasonable conclusions based on the E.a:2 Collect, organize, and display data in simple bar graphs data. (4.5, 4.6, 4.7, 4.8) and charts including translating data from one form to the other. . ( 4.7, 4.8) Geometry # 4 E.a:3 Draw reasonable conclusions based on simple Describe, compare, and interpretations of data. (4.5, 4.6, 4.7, 4.8) use properties of polygons (2-D) and polyhedra (3- E.a:4 Read, use information, and draw reasonable conclusions D) when they are from data in graphs, tables, charts, and Venn diagrams. . (4.5, combined, decomposed, 4.6, 4.7, 4.8) and transformed (e.g., slides, flips, and turns), Geometry and identify locations of figures on a coordinate C.c:5 Use simple 2-dimensional coordinate systems to find system. (4.9) locations on maps and to represent points and simple figures with coordinates using letters and numbers, (e.g., (E, 3). (4.9) Final Curriculum Guide Scott Foresman-Addison Wesley Mathematics-Grade 3 Developed by the Milwaukee Mathematics Partnership with support by the 7 National Science Foundation under Grant No. 0314898. 8/26/08 Milwaukee Public Schools Final Pacing Guide - Grade 3 Scott Foresman – Addison Wesley Mathematics 2008-2009 Chapter 4: Time, Data, Statistics & Probability Statistics & Probability MPS Statistics & and Graphs #7 Prob CABS #12a, December E.a:1 Answer and pose questions about collecting, organizing, 12b, 12c, 13a, 13b, 4.10 Reading Line Graphs Formulate questions that and displaying data. Work with data in the context of real-world 13c (Stats & Prob) lead to real-world data situations by formulating questions that lead to data collection 15 days 4.11 Making Pictographs investigations, collect, and analysis and determining what data to collect and when and MPS Algebraic (Stats & Prob) organize, and display how to collect the data. . (4.10, 4.11, 4.12, 4.13, 4.14, 4.15) Relationships 4.12 Making Bar Graphs data, and draw reasonable CABS #11a (Stats & Prob) conclusions based on the E.a:2 Collect, organize, and display data in simple bar graphs 4.13 Making Line Graphs data. (4.10, 4.11, 4.12, and charts including translating data from one form to the other. (Stats & Prob) 4.13, 4.14, 4.15) ( 4.12, 4.14, 4.15) 4.14 Problem-Solving Strategy: Make a Graph Number Operations and E.a:3 Draw reasonable conclusions based on simple (Stats & Prob) Relationships #2 interpretations of data. (4.10, 4.11, 4.12, 4.13, 4.14, 4.15) 4.15 Problem-Solving Application (Prob & Stat) Represent and use E.a:4 Read, use information, and draw reasonable conclusions concepts of multiplication from data in graphs, tables, charts, and Venn diagrams. (4.10, (e.g., grouping, arrays, 4.11, 4.12, 4.13, 4.14, 4.15) Chapter 5: Multiplication skip counting, repeated Concepts and Facts addition) and division Number Operations and Relationships (i.e., sharing, measuring, 5.1 Multiplication as repeated subtraction) to B.a:4 Count by 2s, 3s, 5s, 10s, 25s, and 100s starting with any Repeated Addition (NO&R, solve problems with and multiple and 100s starting with any number. Identify and name AR) without context. (5.1, 5.2, counting patterns. (5.1, 5.5, 5.6, 5.7) 5.2 Arrays and 5.3, 5.5, 5.6, 5.7, 5.8, 5.9) Multiplication (NO&R, AR) B.b:10 Demonstrate understanding of multiplication as 5.3 Writing Multiplication Algebraic Relationships grouping or repeated addition or arrays in problems with and Stories (NO&R) #9 without context (without context up to 5 x 9; in context products 5.4 Make A Table (NO&R, up to 100). (5.1, 5.2, 5.3, 5.4, 5.5, 5.6, 5.7, 5.8, 5.9) AR) Describe, extend, and 5.5 2 As A Factor (NO&R) make generalizations B.b:15 Determine reasonableness of answers. (5.1, 5.2, 5.3, 5.6 5 As A Factor (NO&R, about geometric and 5.4, 5.5, 5.6, 5.7, 5.8, 5.9) AR) numeric patterns, 5.7 10 As A Factor (NO&R, including odd and even Algebric Relationships AR) numbers. (5.1, 5.4, 5.6, 5.8 Multiple-Step Problems 5.7, 5.9) F.a: 1 Recognize, extend, describe, create, and replicate a (NO&R) variety of patterns including attribute, number and geometric 5.9 Multiplying with 0 and 1 patterns. Such as: (NO&R, AR) • Picture patterns • Patterns in tables and charts • “What’s-my-rule?” patterns Final Curriculum Guide Scott Foresman-Addison Wesley Mathematics-Grade 3 Developed by the Milwaukee Mathematics Partnership with support by the 8 National Science Foundation under Grant No. 0314898. 8/26/08 Milwaukee Public Schools Final Pacing Guide - Grade 3 Scott Foresman – Addison Wesley Mathematics 2008-2009 Algebraic Relationships • Patterns using addition and subtraction rules #10 Focusing on relationships within patterns as well as extending patterns e.g., patterns and relationships represented with Explain the meaning of pictures, tables and charts; “what’s-my-rule?” patterns using December the equals sign, use addition and subtraction rules. (5.1, 5.4, 5.5, 5.6, 5.7, 5.8, 5.9) symbols to represent 15 days problem situations, and F.b:6 Use properties and relationships of arithmetic to use properties and determine what number goes in a “box” to make a number relationships to solve sentence true, open and true/false • Identify property of zero. Ex: 12 + 0 = “box” number sentences. (5.2) • Identify property of one. Ex: 5 x 1 = “box” • Commutative property for addition of single-digits • Associative property (5.2) Final Curriculum Guide Scott Foresman-Addison Wesley Mathematics-Grade 3 Developed by the Milwaukee Mathematics Partnership with support by the 9 National Science Foundation under Grant No. 0314898. 8/26/08 Milwaukee Public Schools Final Pacing Guide - Grade 3 Scott Foresman – Addison Wesley Mathematics 2008-2009 Chapter 5: Multiplication Number Operations and Number Operations and Relationships MPS Number Concepts and Facts Relationships #2 Operation and B.a:2 Read, write, and represent numbers using words, Relationships 5.10 9 As A Factor (NO&R, Represent and use numerals, pictures (e.g., base ten blocks), number lines, arrays, CABS #2, 4, 11 AR) concepts of multiplication expanded forms (243=200+40+3) and symbolic renaming e.g., 5.11 Practicing (e.g., grouping, arrays, 243=250-7. (6.1, 6.2, 6.3, 6.4) Multiplication Facts skip counting, repeated MPS Algebraic January (NO&R, AR) addition) and division B.a:4 Count by 2s, 3s, 5s, 10s, 25s, and 100s starting with any 5.12 Bicycles (NO&R) (i.e., sharing, measuring, multiple and 100s starting with any number. Identify and name Relationships repeated subtraction) to counting patterns. (6.1, 6.2, 6.3, 6.6) CABS #9, 11a, 18 days solve problems with and 11b, 12 Chapter 6: More without context. (5.10, B.b:10 Demonstrate understanding of multiplication as Multiplication Facts 5.11, 5.12, 6.1, 6.2, 6.3, grouping or repeated addition or arrays in problems with and 6.4, 6.5, 6.7, 6.9, 6.12, without context (without context up to 5 x 9; in context products 6.1 3 as a Factor (NO&R) 7.1, 7.2, 7.3) up to 100). (6.1, 6.2, 6.3, 6.4, 6.5, 6.7) 6.2 4 as a Factor (NO&R) 6.3 6 and 7 as Factors Algebraic Relationships (NO&R) #9 B.b:11 Demonstrate understanding of the concept of division as 6.4 8 as a Factor (NO&R) repeated subtraction, partitioning/sharing, or measuring 6.5 Practicing Describe, extend, and (dividend up to 45 and divisors up to 5). (7.1, 7.2, 7.3) make generalizations Multiplication Facts about geometric and (NO&R, AR) numeric patterns, B.b:15 Determine reasonableness of answers. (5.10, 5.11, 6.6 Look for a Pattern (AR) 6.7 Using Multiplication to including odd and even 5.12, 6.1, 6.2, 6.3, 6.4, 6.5, 6.7, 6.9, 6.12, 7.1, 7.2, 7.3) numbers. (5.10, 5.11, 6.5, Compare (NO&R) 6.8 Patterns on a Table 6.6, 6.8, 6.10, 6.12) A lgebraic Relationships (NO&R, AR) F.a:1 Recognize, extend, describe, create, and replicate a 6.9 Multiplying with Three Algebraic Relationships variety of patterns including attribute, number and geometric Factors (NO&R, AR) #10 patterns. Such as: 6.10 Find a Rule (AR) Explain the meaning of • Picture patterns 6.11 Choose a Operation the equals sign, use • Patterns in tables and charts (AR) symbols to represent • “What’s-my-rule?” patterns 6.12 Problem Solving problem situations, and • Patterns using addition and subtraction rules Applications: Sandworms use properties and Focusing on relationships within patterns as well as extending (NO&R) relationships to solve patterns e.g., patterns and relationships represented with open and true/false pictures, tables and charts; “what’s-my-rule?” patterns using number sentences. (6.9, addition and subtraction rules. (5.10, 5.11, 6.5, 6.6, 6.8, 6.10) 6.11) F.b:4 Use notation to represent mathematical thinking: letter or box (variable); operation symbols (+,-,=). (6.11) Final Curriculum Guide Scott Foresman-Addison Wesley Mathematics-Grade 3 Developed by the Milwaukee Mathematics Partnership with support by the 10 National Science Foundation under Grant No. 0314898. 8/26/08

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Aug 26, 2008 Milwaukee Public Schools Final Pacing Guide - Grade 3. Scott Foresman – Addison Wesley Mathematics. 2008-2009. Final Curriculum Guide
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