Grade 3 Mathematics Course Syllabus Prince George s County Public Schools
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1 Ctet Grade 3 Mathematics Curse Syllabus Price Gerge s Cuty Public Schls Prerequisites: Ne Curse Descripti: I Grade 3, istructial time shuld fcus fur critical areas: (1) develpig uderstadig f multiplicati ad divisi ad strategies fr multiplicati ad divisi withi 100; (2) develpig uderstadig f fractis, especially uit fractis (fractis with umeratr 1); (3) develpig uderstadig f the structure f rectagular arrays ad f area; ad (4) describig ad aalyzig twdimesial shapes. 1. Studets develp a uderstadig f the meaigs f multiplicati ad divisi f whle umbers thrugh activities ad prblems ivlvig equal-sized grups, arrays, ad area mdels; multiplicati is fidig a ukw prduct, ad divisi is fidig a ukw factr i these situatis. Fr equalsized grup situatis, divisi ca require fidig the ukw umber f grups r the ukw grup size. Studets use prperties f peratis t calculate prducts f whle umbers, usig icreasigly sphisticated strategies based these prperties t slve multiplicati ad divisi prblems ivlvig sigle-digit factrs. By cmparig a variety f sluti strategies, studets lear the relatiship betwee multiplicati ad divisi. 2. Studets develp a uderstadig f fractis, begiig with uit fractis. Studets view fractis i geeral as beig built ut f uit fractis, ad they use fractis alg with visual fracti mdels t represet parts f a whle. Studets uderstad that the size f a fractial part is relative t the size f the whle. Fr example, 1/2 f the pait i a small bucket culd be less pait tha 1/3 f the pait i a larger bucket, but 1/3 f a ribb is lger tha 1/5 f the same ribb because whe the ribb is divided it 3 equal parts, the parts are lger tha whe the ribb is divided it 5 equal parts. Studets are able t use fractis t represet umbers equal t, less tha, ad greater tha e. They slve prblems that ivlve cmparig fractis by usig visual fracti mdels ad strategies based ticig equal umeratrs r demiatrs. 3. Studets recgize area as a attribute f tw-dimesial regis. They measure the area f a shape by fidig the ttal umber f same-size uits f area required t cver the shape withut gaps r verlaps, a square with sides f uit legth beig the stadard uit fr measurig area. Studets uderstad that rectagular arrays ca be decmpsed it idetical rws r it idetical clums. By decmpsig rectagles it rectagular arrays f squares, studets cect area t multiplicati, ad justify usig multiplicati t determie the area f a rectagle. 4. Studets describe, aalyze, ad cmpare prperties f tw-dimesial shapes. They cmpare ad classify shapes by their sides ad agles, ad cect these with defiitis f shapes. Studets als relate their fracti wrk t gemetry by expressig the area f part f a shape as a uit fracti f the whle. 1
2 Stadards fr Mathematical Practice Parets Guide The Stadards fr Mathematical Practice describe varieties f expertise that mathematics educatrs at all levels shuld seek t develp i their studets. As yur s r daughter wrks thrugh hmewrk exercises, yu ca help him r her develp skills with these Stadards fr Mathematical Practice by askig sme f these questis: 1. Make sese f prblems ad persevere i slvig them. Hw wuld yu describe the prblem i yur w wrds? Hw did yu tackle similar prblems? Wuld it help yu t create a diagram? Make a table? Draw a picture? 2. Reas abstractly ad quatitatively. Ca yu tell why that is true? Hw did yu reach yur cclusi? Hw des yur aswer cect t the questi? Des it make sese? 3. Cstruct viable argumets ad critique the reasig f thers. Ca yu cvice me that yur aswer makes sese? Tell me what yur aswer meas. If I tld yu I thik the aswer shuld be (ffer a wrg aswer), hw wuld yu explai t me why I m wrg? 4. Mdel with mathematics. Hw wuld yu mdel the situati with a diagram, picture, table, graph, equati r wrds? Ca yu use clr, wrds, r diagrams t shw the cectis betwee these ideas? Hw d the differet mdels cect r related t each ther (i.e. table t graph, graph t equati)? 5. Use apprpriate tls strategically. What tls will yu eed? What strategies will yu use? Will a calculatr help? Will paper ad pecil help? Will usig a umber lie, table, diagram r picture help? 6. Atted t precisi. Ca yu guess ad check? Ca yu represet the defiiti r rule? What uits f measure are yu usig? (fr measuremet prblems) 7. Lk fr ad make use f structure. What relevat ifrmati i the prblem shws yu what relatiship (i.e. chage, grup, cmpare, rati, r prprti) exists betwee the elemets r parts f the prblem? Hw d yu kw that yur rule r equati always wrks? Are yu actively cmparig, reflectig, ad discussig multiple sluti methds? 8. Lk fr ad express regularity i repeated reasig. What patter(s) d yu tice? Hw wuld yu describe the patter(s)? What calculatis, patters, r priciples are repeated? What mathematical priciples will help yu i slvig the prblem? ** Details fr each practice may be fud at: 2
3 Fluecy Defiiti: Skill i carryig ut prcedures flexibly, accurately, efficietly ad apprpriately. Grade 3 Fluecy Expectatis: Studets will fluetly multiply ad divide withi 100. By the ed f grade 3, they will kw all prducts f tw e-digit umbers frm memry. Studets will fluetly add ad subtract withi 1000 usig strategies ad algrithms based place value, prperties f peratis, ad/r the relatiship betwee additi ad subtracti. INSTRUCTOR INFORMATION: NAME: Madelie Hawkis ADDRESS: Madelie.Hawkis@pgcps.rg PLANNING TIME: 12:00 PM 12:35 PM SCHOOL PHONE NUMBER: CLASS INFORMATION: COURSE NUMBER: See Schlmax CLASS MEETS: Mday - Friday ROOM: Aval ES 3
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5 Grade 3: Curriculum Cluster Map Majr Cluster Supprtig Cluster Additial Cluster Quarter 1 (45 days) Quarter 2 (45 days) Quarter 3 (41 days) Quarter 4 (47 days) Uit 1 (Suggested Days: 22 ) Uit 3 (Suggested Days: 22 ) Uit 5 (Suggested Days: 21 ) Uit 7 (Suggested Days: 24 ) Represet ad slve prblems ivlvig multiplicati ad divisi. (3.OA.A.1-4) Uderstad prperties f multiplicati ad the relatiship betwee multiplicati ad divisi. (3.OA.B.5-6) Gemetric measuremet: uderstad ccepts f area ad relate area t multiplicati ad t additi. (3.MD.C.5-7) Represet ad slve prblems ivlvig multiplicati ad divisi. (3.OA.A.1-4) Uderstad prperties f multiplicati ad the relatiship betwee multiplicati ad divisi. (3.OA.B.5-6) Multiply ad divide withi 100. (3.OA.C.7) Slve prblems ivlvig the fur peratis, ad idetify ad explai patters i arithmetic. (3.OA.D.8-9) Gemetric measuremet: uderstad ccepts f area ad relate area t multiplicati ad t additi. (3.MD.C.5-7) Develpmet uderstadig f fractis as umbers. (3.NF.A.1-3) Reas with shapes ad their attributes. (3.G.A.2) Represet ad iterpret data. (3.MD.B.4) Develpmet uderstadig f fractis as umbers. (3.NF.A.1-3) Reas with shapes ad their attributes. (3.G.A.1-2) Represet ad iterpret data. (3.MD.B.4) Uit 2 (Suggested Days: 23 ) Uit 4 (Suggested Days: 23 ) Uit 6 (Suggested Days: 20 ) Uit 8 (Suggested Days: 23 ) Slve prblems ivlvig the fur peratis, ad idetify ad explai patters i arithmetic. (3.OA.D.8-9) Slve prblems ivlvig measuremet ad estimati f itervals f time, liquid vlumes, ad masses f bjects. (3.MD.A.1-2) Represet ad iterpret data. (3.MD.B.3) Use place value uderstadig ad prperties f peratis t perfrm multi-digit arithmetic. (3.NBT.A.1-3) Gemetric measuremet: recgize perimeter as a attribute f plae figures ad distiguish betwee liear ad area measures. (3.MD.D.8) Develpmet uderstadig f fractis as umbers. (3.NF.A.1-3) Reas with shapes ad their attributes. (3.G.A.2) Fluecy Expectatis: -Studets fluetly multiply ad divide withi 100. By the ed f grade 3, they kw all prducts f tw e-digit umbers frm memry. -Studets fluetly add ad subtract withi 1000 usig strategies ad algrithms based place value, prperties f peratis, ad/r the relatiship betwee additi ad subtracti. Represet ad slve prblems ivlvig multiplicati ad divisi. (3.OA.A.1-4) Uderstad prperties f multiplicati ad the relatiship betwee multiplicati ad divisi. (3.OA.B.5-6) Multiply ad divide withi 100. (3.OA.C.7) Slve prblems ivlvig the fur peratis, ad idetify ad explai patters i arithmetic. (3.OA.D.8-9) Slve prblems ivlvig measuremet ad estimati f itervals f time, liquid vlumes, ad masses f bjects. (3.MD.A.1-2) Gemetric measuremet: uderstad ccepts f area ad relate area t multiplicati ad t additi. (3.MD.C.7) Multiply ad divide withi 100. (3.OA.C.7) Slve prblems ivlvig the fur peratis, ad idetify ad explai patters i arithmetic. (3.OA.D.8-9) Gemetric measuremet: uderstad ccepts f area ad relate area t multiplicati ad t additi. (3.MD.C.7) Slve prblems ivlvig measuremet ad estimati f itervals f time, liquid vlumes, ad masses f bjects. (3.MD.A.1-2) 5
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The standards are taught in the following sequence.
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