g3 Math Pacing Guide Week 10 - 36 2015-2016 2

Grade 3 Math Pacing Guide 2015- 2016
Week
Week 10
Nov 15 Nov 19
*Nov 19
Parent/Teacher
Conferenceearly release
day
Week 11
Nov 22 Nov 26
Week 12
Nov 29 Dec 3
Topic
Topic 5
Multiplication
Meanings and
Facts
Standard
CCSS.Math.Content.3.OA.A.1: Interpret products of
whole numbers, e.g., interpret 5 7 as the total
number of objects in 5 groups of 7 objects each
Test
Topic 5 Test
Classwork
Choose One Activity
(See Activity Folder)
5.1
Activity: Equal group of objects

CCSS.Math.Content.3.OA.A.3: Use multiplication and
division within 100 to solve word problems in situations
involving equal groups, arrays, and measurement
quantities
Activity: Arrays and meausured quatities
CCSS.Math.Content.3.OA.D.9: Identify arithmetic
patterns (including patterns in the addition table or
multiplication table), and explain them using properties
of operations
CCSS.Math.Content.3.NBT.A.3: Multiply one-digit
whole numbers by multiples of 10 in the range 10-90
(e.g., 9 80, 5 60) using strategies based on place
value and properties of operations
Activity: Use two colored counters
CCSS.Math.Content.3.OA.D.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
1) Equal Groups of
Objects
See resources for photo
of activity
Covered Standards:
3.OA.A
5.2
2) Arrays and
Measured Quantities
Use base ten blocks
See resources for photo
of activity
Covered Standards:
3.OA.A.3
5.3
5.4
5.5
5.6
5.7
3) Use two colored

counters to solve
problems
Covered Standards:
3.NBT.A.3
5.8
5.9
5.10
Projects
Grade Two Worksheets

(See Worksheet Folder)
1) Quick Check 5-1

Covered Standards:
3.OA.D.9
2) Quick Check 5-10

Week 13
Dec 6 Dec 10
Week 14
Dec 13 Dec 17
Topic 6
Multiplication
Fact Strategies
CCSS.Math.Content.3.OA.A.4: Determine the unknown

whole number in a multiplication or division equation
relating three whole numbers
CCSS.Math.Content.3.OA.B.5: Apply properties of
operations as strategies to multiply and divide
Activity: See resources for activity sheet
CCSS.Math.Content.3.OA.C.7: Fluently multiply and

divide within 100, using strategies such as the
relationship between multiplication and division
Activity: Problem solving using manipulatives
answers using mental computation ...
of operations
Topic 6 Test
Covered Standards:
OA.D.8
Choose One Activity
Project for Second

Quarter: Create
problem and solution
cups
6.1
6.2
1) Problem solving
using manipulatives
Covered Standards:
3.OA.B.5
6.3
6.4
6.5
6.6
1 Outside taped on the

cup will be a word
problem they made to a
multiplication problem.
2 Inside with be
different strips of paper
that has each step on it of
how they solved the
problem.
2) See resources
Covered Standards:
3.OA.A.4
3.OA.C.7
3.OA.D.9
3) Quick Check 6-1
**Students can use this

cup as a tool later to
study multi-step
multiplication word
problems.
6.7
Covered Standards:
3.OA.D.8
Covered Standards:
3.OA.C.7
4) Quick Check 6-7

Covered Standards:
OA.D.8
See resources for Rubric
Week 15
Dec 6 Dec 10
*Dec 8th Early

release day.
Week 16
Dec 13 Dec 16
Dec 17th Long

Weekend
Topic 7:
Division
Meanings
CCSS.Math.Content.3.OA.A.2: 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 ...
quantities
CCSS.Math.Content.3.OA.B.6: Understand division as
an unknown-factor problem
Topic 7 Test
Choose One Activity

7.1
1) Use childrens
backpacks to create
different division
problems
Covered Standards:
3.OA.A.2
3.OA.A.3
7.2
7.3
2) Put small candy in a
bag for each student,
use to eat, and create
division problems from
that eating. Discuss
how it is like
subtracting.
Covered Standards:
3.OA.A.2
7.4
7.5
3) Play a game with
students involving a
number of objects that
you change that whole
number by taking some
away when students
close their eyes. Then,
they have to figure out
how much you took
away by dividing what
is left of the objects
and how many there
was before.
Covered Standards:
3.OA.A.4
3.OA.B.6
Week 17
Dec 20 Dec 24
Week 18
Dec 27 Dec 31
Topic 8:
Division Facts
CCSS.Math.Content.3.OA.C.7: Fluently multiply and

divide within 100, using strategies such as the
relationship between multiplication and division
quantities
Topic 8 Test
Benchmark
Test
5) Quick Check 7-1

Covered Standards:
3.OA.A.2
6) Quick Check 7-5
Covered Standards:
3.OA.A.3
Choose One Activity
8.1
1) Flashcard war
Covered Standards:
3.OA.C.7
8.2
8.3
8.4
8.5
8.6
2) Create your own
poster of an array on
computer paper
Covered Standards:
3.OA.A.3
1) Quick Check 8-1

Covered Standards:
3.OA.C.7
2) Quick Check 8-6

Week 19
Jan 3 Jan 7
*January 10-14
First semester
break
Jan 14th -End of
2nd Quarter
Week 20
Jan 17 Jan 21
Week 21
Jan 24 Jan 28
Topic 18:
Multiplying
Greater
Numbers

quantities
Topic 18 Test
Covered Standards:
3.OA.A.3
Choose One Activity
18.1
1) Differentiated
Instruction
Covered Standards:
3.NBT.A.3
18.3
18.4
2) Differentiated
Instruction
Covered Standards:
3.NBT.A.3
3.OA.A.3
18.5
18.6
18.7
3) Differentiated
Instruction
Covered Standards:
3.OA.A.3
3.OA.A.4
1) Quick Check 18-1

Covered Standards:
3.OA.A.4
2) Quick Check 18-7

Covered Standards:
3.OA.A.3
Week 22
Jan 31 Feb 4
Week 23
Feb 7 Feb 11
*9 Feb Early
release day.
Week 24
Feb 14 Feb 17
Feb 14th 18th
*18 Feb Long
weekend
Topic 19:
Dividing with
1-digit
Numbers

quantities
of operations
answers using mental computation ...
Topic 19 Test
Benchmark
Test
Choose One Activity

19.1
1) Differentiated
Instruction
Covered Standards:
3.NBT.A.3
19.2
19.3
2) Differentiated
Instruction
Covered Standards:
3.OA.A.3
3.OA.D.9
19.4
3) Differentiated
Instruction
Covered Standards:
3.OA.A.4
3.NBT.A.3

1) Quick Check 19-1

Covered Standards:
3.NBT.A.3
2) Quick Check 19-6

Covered Standards:
3.OA.A.3
Week 25
Feb 21 Feb 25
Week 26
Feb 28 Mar 3
Topic 12:
Understanding
Fractions
CCSS.Math.Content.3.NF.A.1: 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
CCSS.Math.Content.3.NF.A.3.c: Express whole
numbers as fractions, and recognize fractions that are
equivalent to whole numbers
Week 27
Mar 6 Mar 10
CCSS.Math.Content.3.NF.A.2: Understand a fraction

as a number on the number line; represent fractions on a
number line diagram
March 24th - End

of 3rd Quarter
CCSS.Math.Content.3.NF.A.2.a: Represent a fraction

1/b on a number line diagram 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 ...
CCSS.Math.Content.3.NF.A.2.b: Represent a fraction
a/b on a number line diagram by marking off a 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
Topic 12 Test
Choose One Activity

12.1
1) Use a loaf of sliced
bread to tell a story
about fractions.
Covered Standards:
3.NF.A.1
12.2
12.3
12.4
12.5
2) Fractions tiles to
solve problems
Covered Standards:
3.NF.A.2.b
3.NF.A.3
3.NF.A.3.a
CCSS.Math.Content.3.NF.A.3: Explain equivalence of

fractions in special cases, and compare fractions by
reasoning about their size
12.6
12.7
12.8
12.9
12.10
CCSS.Math.Content.3.NF.A.3.a: Understand two

fractions as equivalent (equal) if they are the same size,
or the same point on a number line

CCSS.Math.Content.3.NF.A.3.d: Compare two

fractions with the same numerator or the same
denominator by reasoning about their size. Recognize
that comparisons are valid only when the two fractions
refer to the same whole ...
1) Quick Check 12-1

Covered Standards:
3.NF.A.1
2) Quick Check 12-10
Covered Standards:
3.NF.A.3
CCSS.Math.Content.3.NF.A.3.b: Recognize and

generate simple equivalent fractions, e.g., 1/2 = 2/4, 4/6
Project for 3rd

Quarter:
(See Project Folder)
Create Fraction Pizzas to
serve to your picky
customers
1 Students in teams will
make fraction pizzas that
will equal different
fractional pieces to the
same whole (you can use
the rectangle pizza for
easier fraction pieces by
having students draw out
pizzas on computer
paper) based on how
much they think the
customer will want when
they come to their
restaurant. Example) 2/2
of a whole pizza cut for
one group. Another group
may have 5/5 for smaller
pieces, but still equally
the same whole for both
groups.
2 Students will then
present their pizza shop
to other students by
having them order from
the menu a slice of pizza.
3 Once everyone orders
and gets a slice from
different pizzas, students
will have a discussion at
their tables about how
the sizes differ even
though they all come

from the same size pizza.
4 Students will write
what size piece they
thought was best to give
to customers and why.
= 2/3. Explain why the fractions are equivalent, e.g., by

using a visual fraction model
**Students will need

guidance on how to
properly measure out the
equal parts on their page
or you can estimate the
fraction parts.
Spring Break from 13th March to 17th March
Week 28
March 27th 31st
Week 29
April 3rd 7th
Topic 16:
Perimeter,
Area, and
Volume
(pp.368-385)
CCSS.MATH.CONTENT.3.MD.A.2
Measure and estimate liquid volumes and masses of objects
using standard units of grams (g), kilograms (kg), and liters
(l).1 Add, subtract, multiply, or divide to solve one-step word
problems involving masses or volumes that are given in the
same units, e.g., by using drawings (such as a beaker with a
measurement scale) to represent the problem.2
CCSS.MATH.CONTENT.3.MD.C.5
Recognize area as an attribute of plane figures and
understand concepts of area measurement.
CCSS.MATH.CONTENT.3.MD.C.5.A
Topic 16
Test
Choose One Activity

Project for 4th

Quarter
1) Area Robots
Covered Standards:
MD.C.5.A
MD.C.5.B
MD.C.6
(See Project Folder)
Design a Zoo
1-Students will
design a zoo for their
favorite animals.
2) Dream House
Covered Standards:
2-In teams, students
MD.C.7
brainstorm what
MD.C.7.A
animals they want
MD.C.7.B
people to visit in
their zoo.
3) Differentiated
Instruction
3-Next, students will
Covered Standards: brainstorm how the
A square with side length 1 unit, called "a unit square," is said
to have "one square unit" of area, and can be used to
measure area.
CCSS.MATH.CONTENT.3.MD.C.5.B
A plane figure which can be covered without gaps or overlaps
by n unit squares is said to have an area of n square units.
Measure areas by counting unit squares (square cm, square
MD.C.6
cages will look as well

as where they will be
placed in their zoo.
4-Students must find
1) Quick Check 16-1
Covered Standards: the area and
MD.C.6
perimeter of the zoo,
2) Quick Check 16-8
cages, and other
Covered Standards:
attractions that will
MD.D.8
be in their zoo.
Covered Standards:
MD.C.5
3.MD.C.7.C
MD.C.7.D
MD.D.8
m, square in, square ft, and improvised units).
Relate area to the operations of multiplication and addition.
CCSS.MATH.CONTENT.3.MD.C.7.A
Find the area of a rectangle with whole-number side lengths
by tiling it, and show that the area is the same as would be
found by multiplying the side lengths.
CCSS.MATH.CONTENT.3.MD.C.7.B
Multiply side lengths to find areas of rectangles with wholenumber side lengths in the context of solving real world and
mathematical problems, and represent whole-number
products as rectangular areas in mathematical reasoning.
CCSS.MATH.CONTENT.3.MD.C.7.C
Use tiling to show in a concrete case that the area of a
rectangle with whole-number side lengths a and b + c is the
sum of a b and a c. Use area models to represent the
distributive property in mathematical reasoning.
G.A.2
CCSS.MATH.CONTENT.3.MD.C.7.D
Recognize area as additive. Find areas of rectilinear figures by
decomposing them into non-overlapping rectangles and
adding the areas of the non-overlapping parts, applying this
technique to solve real world problems.
CCSS.MATH.CONTENT.3.MD.D.8
Solve real world and mathematical problems involving
perimeters of polygons, including finding the perimeter given
the side lengths, finding an unknown side length, and
exhibiting rectangles with the same perimeter and different
areas or with the same area and different perimeters.
CCSS.MATH.CONTENT.3.G.A.2
Partition shapes into parts with equal areas. Express the area
of each part as a unit fraction of the whole.
Week 30
April 10th 14th
*12 April Early
release day.
Topic 20:
Data, Graphs,
and
Probability
(pp. 458-487)
CCSS.MATH.CONTENT.3.MD.B.3
April 17th 21st

*21 April Long
weekend
Choose One Activity

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
Week 31(only 2
Day from this
week)
Topic 20
test
using information presented in scaled bar graphs.
CCSS.MATH.CONTENT.3.MD.B.4
Generate measurement data by measuring lengths using
rulers marked with halves and fourths of an inch. Show the
data by making a line plot, where the horizontal scale is
marked off in appropriate units whole numbers, halves, or
quarters.
1) Survey Activity
Covered Standards:
MD.B.3
2) Smartie Power
Covered Standards:
MD.B.3
3) Heads or Tails
Covered Standards:
MD.B.3
4) Differentiated
Instruction
Covered Standards:
1) Quick Check 20-1
Covered Standards:
MD.B.3
2) Quick Check 20-9
Covered Standards:
MD.B.4
Week 31( day 3

day 5)
April 17th 21st
Week 32
April 24th 28th
*28th April
Student Led
Conference.
Week 33
May 1st 5th
Week 34
May 8th 12th
Topic 10:
Solids and
Shapes
(pp. 234-257)
Understand that shapes in different categories (e.g.,

rhombuses, rectangles, and others) may share attributes
(e.g., having four sides), and that the shared attributes can
define a larger category (e.g., quadrilaterals). Recognize
rhombuses, rectangles, and squares as examples of
quadrilaterals, and draw examples of quadrilaterals that do
not belong to any of these subcategories.
Topic 10 test
Choose One Activity

1) Shape Hunt
Covered Standards:
G.A.1
2) Lines and Angles
Covered Standards:
G.A.1
3) Differentiated
Lessons
Covered Standards:
G.A.1
1) Quick Check 10-1
Covered Standards:
G.A.1
2) Quick Check 10-7
Covered Standards:
G.A.1
Week 34
May 8th 12th
Week 35
May 15th 19th
Topic 11:
Congruence
and
Symmetry
(pp. 260 273)
Topic 11 test
Choose One Activity

Understand that shapes in different categories (e.g.,

rhombuses, rectangles, and others) may share attributes
(e.g., having four sides), and that the shared attributes can
define a larger category (e.g., quadrilaterals). Recognize
rhombuses, rectangles, and squares as examples of
quadrilaterals, and draw examples of quadrilaterals that do
not belong to any of these subcategories.
1) Pixel People
Covered Standards:
G.A.1
G.A.2
2) Shapes Worksheet
Covered Standards:
G.A.1
3) Symmetry
Worksheet
Covered Standards:
G.A.1
4) Differentiated
Instruction
Covered Standards:
G.A.1
1) Quick Check 11-1

Covered Standards:
G.A.1
2) Quick Check 11-4
Covered Standards:
G.A.2
Week 36
May 22nd 26th
Topic 13:
Decimals and
Money
(pp. 306 325)
CCSS.MATH.CONTENT.3.NF.A.1
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 bya parts of size 1/b.
CCSS.MATH.CONTENT.3.NF.A.2
Understand a fraction as a number on the number line;
represent fractions on a number line diagram
Topics Test
13
Choose 1 Activity
1) Homy Shopping
Covered Standards:
NF.A.1
NF.A.2
2) Decimals
Worksheet
Covered Standards:
NF.A.1
NF.A.2
3) Differentiated
Instruction
Covered Standards:
1) Quick Check 13-1
Covered Standards:
NF.A.1
2) Quick Check 13-5
Covered Standards:
Key:
Standards and lesson matched so you may match them on skyward for each graded classwork for that section
Explanation:
Guided practice - on pearsonsuccessnet.com for each lesson of that chapter
Center activity online in groupspaces.com

Pearson activity your choice of resources what to use for that activity from Pearson (online or in print)

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Grade 3 Math Pacing Guide 2015- 2016

Activity: Equal group of objects

3) Use two colored

Grade 3 Math Pacing Guide 2015- 2016

Grade Two Worksheets

1) Quick Check 5-1

2) Quick Check 5-10

CCSS.Math.Content.3.OA.A.4: Determine the unknown

CCSS.Math.Content.3.OA.C.7: Fluently multiply and

Project for Second

1 Outside taped on the

3) Quick Check 6-1

**Students can use this

4) Quick Check 6-7

See resources for Rubric

Grade 3 Math Pacing Guide 2015- 2016

*Dec 8th Early

Dec 17th Long

CCSS.Math.Content.3.OA.A.2: Interpret whole-number

Choose One Activity

Grade 3 Math Pacing Guide 2015- 2016

CCSS.Math.Content.3.OA.C.7: Fluently multiply and

5) Quick Check 7-1

1) Quick Check 8-1

Grade 3 Math Pacing Guide 2015- 2016

2) Quick Check 8-6

CCSS.Math.Content.3.NBT.A.3: Multiply one-digit

1) Quick Check 18-1

2) Quick Check 18-7

Grade 3 Math Pacing Guide 2015- 2016

CCSS.Math.Content.3.NBT.A.3: Multiply one-digit

Choose One Activity

Grade Two Worksheets

1) Quick Check 19-1

2) Quick Check 19-6

Grade 3 Math Pacing Guide 2015- 2016

CCSS.Math.Content.3.NF.A.1: Understand a fraction

CCSS.Math.Content.3.NF.A.2: Understand a fraction

March 24th - End

CCSS.Math.Content.3.NF.A.2.a: Represent a fraction

Choose One Activity

CCSS.Math.Content.3.NF.A.3: Explain equivalence of

CCSS.Math.Content.3.NF.A.3.a: Understand two

Grade Two Worksheets

CCSS.Math.Content.3.NF.A.3.d: Compare two

1) Quick Check 12-1

CCSS.Math.Content.3.NF.A.3.b: Recognize and

Project for 3rd

Grade 3 Math Pacing Guide 2015- 2016

though they all come

= 2/3. Explain why the fractions are equivalent, e.g., by

**Students will need

Spring Break from 13th March to 17th March

Choose One Activity

Project for 4th

(See Project Folder)

Grade 3 Math Pacing Guide 2015- 2016

cages will look as well

m, square in, square ft, and improvised units).

Grade 3 Math Pacing Guide 2015- 2016

April 17th 21st

Choose One Activity