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3rd Grade » 3rd Grade Math Lesson Plans

3rd Grade Math Lesson Plans

 

3rd Grade Math   

May 6th- May 17th

 

CCSS.MATH.CONTENT.3.OA.C.7
Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers.

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 and estimation strategies including rounding.3

CCSS.MATH.CONTENT.3.NBT.A.2
Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.

   

Learning Targets

 

Monday 5/6 Lesson 1.4, 1.5, 1.6, 1.7, 1.9, 1.10, 1.11

I can use mental math strategies to find the sum.

I can add more than 2 addends.

I can break apart to add 3 digit numbers.

I can use place value to add 3-digit numbers.

I can use mental math strategies to find differences.

I can use place value to subtract 3-digit numbers.

I can use the combine place values strategy to subtract 3-digit numbers.

Review skills. 

Whole group instruction.

Class will work independently. 

Flipchart/interactive as review. 

Homework:  Students will finish practice pages.

 

Tuesday 5/7 Lesson 3.4, 4.5, 4.8, 4.9, 4.10, and 6.8

I can draw a diagram to solve one and two step problems.

I can multiply with 7.

I can multiply with 8.

I can multiply with 9.

I can make a table to solve multiplication problems.

I can write a set of related multiplication and division facts. 

Review skills. 

Whole group instruction of pages.

Class will work independently. 

Flipchart/interactive as review. 

Homework:  


Wednesday 5/8 Lesson 7.2, 7.4, 7.5, 7.6, 7.7, 7.9, 7.10, and 7.11

I can divide by 10.

I can divide by 3.

I can divide by 4.

I can divide by 7.

I can divide by 9.

I can use act it out to solve two step problems. 

 I can use the order of operations rules to solve problems.  

Review skills. 

Whole group instruction.

Class will work independently. 

Flipchart/interactive as review. 

 

Thursday 5/9

Review for Test

Review skills. 

Whole group instruction of pages.

Class will independently. 

Flipchart/interactive as review. 

Homework:  Students will finish practice pages. (Pages can also be modified) 

 

Friday 5/10  TEST

 

Monday 5/13

Review for 9 Weeks Test

Review skills. 

Whole group instruction of pages.

Class will independently. 

Flipchart/interactive as review. 

Homework:  Students will finish practice pages. (Pages can also be modified) 

Tuesday 5/14

Review for 9 Weeks Test

Review skills. 

Whole group instruction of pages.

Class will independently. 

Flipchart/interactive as review. 

Homework:  Students will finish practice pages. (Pages can also be modified) 

Wednesday 5/15

Review for 9 Weeks Test

Review skills. 

Whole group instruction of pages.

Class will independently. 

Flipchart/interactive as review. 

Homework:  Students will finish practice pages. (Pages can also be modified) 

Thursday 5/16

Review for 9 Weeks Test

Review skills. 

Whole group instruction of pages.

Class will independently. 

Flipchart/interactive as review. 

Homework:  Students will finish practice pages. (Pages can also be modified) 

Friday 5/17

9 Weeks Test

Procedures (with general times)







 

Prior knowledge

- time

-place value 

-multiplication facts

-fractions

 

Activities/Centers

-Interactive Notebook

-Prometheam Flip Charts 

-Peer Group one-on-one

-Math Centers: addition/subtraction, rounding, and multiplication 

 

Closure

-Final question to observe mastery (independent)  

Homework

Students will complete practice problems.  Homework does not have to be done on Wednesdays and Fridays. 

Example of an Assessment Item Related to the Standard





 The pet store has 20 guinea pigs and plans to put a pair of guinea pigs in each cage. If the pet store has 4 cages, how many more cages will the pet store need? 

A. 1

B. 2

C. 4

D. 5 

 

 

 

3rd Grade Math   

April 29th -May 3rd

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, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.

 

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

 

Science Vocabulary

1.     Fossil- formed millions of years from the remains of living organisms

2.     Rock- a solid piece of the Earth’s surface

3.     Rock Cycle- change in the mineral compositions and physical structures of rocks over time caused by various natural process

4.     Rock formations- rock arrangements, such as a sea stacks, arches, mesas, and gorges, created by weathering and erosion and other natural resources

5.     Sedimentary rock- layers of rock formed when sediment is deposited and then compacted and cemented over time

 

 

 

 

 

 

 

 E.3.7A Students will demonstrate an understanding of the various processes involved in the rock cycle, superposition of rock layers, and fossil formation.

Learning Target(s)

(based on the language of the standard)






/

Monday 4/29 Lesson 3.3, 3.5, 4.1, 4.2, & 4.3

I can use a number line to skip count and find how many in all.

I can use arrays to model multiplication.

I can multiply with 2 and 4.

I can multiply with 5 and 10. 

I can multiply with 3 and 6.

Review skills. 

Whole group instruction.

Class will work independently. 

Flipchart/interactive as review. 

 

Tuesday 4/30 Lesson 6.1, 6.5, 7.1, 7.3, and  6.6

I can use the strategy “act it out” to solve problems with equal groups.

I can relate division to subtraction.

I can divide by 2.

 I can divide by 5.

I can use arrays to solve division problems.

 

Review skills. 

Whole group instruction.

Class will work independently. 

Flipchart/interactive as review. 

 

Wednesday 5/1 Lesson 10.7, 10.8, and  10.9  

I can estimate and measure liquid volume in metric units.

I can estimate and measure mass in metric units.

I can use models to solve liquid volume and mass problems.

Review skills. 

Whole group instruction.

Class will work independently. 

Flipchart/interactive as review. 

Homework:  Students will finish practice pages. (Pages can also be modified

 

Thursday 5/2

Review for test

Review skills. 

Whole group instruction of pages.

Class will work independently. 

Flipchart/interactive as review. 

Homework:  Students will finish practice pages. (Pages can also be modified) 

 

Friday 5/3

Biweekly Test

Review skills. 

Whole group instruction of pages.

Class will independently. 

Flipchart/interactive as review. 

 

 

 

Homework

Students will complete practice problems each night that practice the skills taught each day.  

Example of an Assessment Item Related to the Standard





 

Lindsey, Louis, Sally, and Matt each brought 5 guests to the school play. Which number sentence shows their total number of guest?

A. 4 + 5= 9

B. 5+4 =9

C4 X 4= 16

D. 4 X 5= 20

 

 

3rd Grade Math   

April 23rd- 26th

Represent and solve problems involving multiplication and division.

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. For example, describe a context in which a total number of objects can be expressed as 5 × 7.

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 into equal shares of 8 objects each. For example, describe a context in which a number of shares or a number of groups can be expressed as 56 ÷ 8.

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, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.1

CCSS.MATH.CONTENT.3.OA.A.4
Determine the unknown whole number in a multiplication or division equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 × ? = 48, 5 = _ ÷ 3, 6 × 6 = ?

Understand properties of multiplication and the relationship between multiplication and division.

CCSS.MATH.CONTENT.3.OA.B.5
Apply properties of operations as strategies to multiply and divide.2 Examples: If 6 × 4 = 24 is known, then 4 × 6 = 24 is also known. (Commutative property of multiplication.) 3 × 5 × 2 can be found by 3 × 5 = 15, then 15 × 2 = 30, or by 5 × 2 = 10, then 3 × 10 = 30. (Associative property of multiplication.) Knowing that 8 × 5 = 40 and 8 × 2 = 16, one can find 8 × 7 as 8 × (5 + 2) = (8 × 5) + (8 × 2) = 40 + 16 = 56. (Distributive property.)

CCSS.MATH.CONTENT.3.OA.B.6
Understand division as an unknown-factor problem. For example, find 32 ÷ 8 by finding the number that makes 32 when multiplied by 8.

Multiply and divide within 100.

CCSS.MATH.CONTENT.3.OA.C.7
Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers.

Solve problems involving the four operations, and identify and explain patterns in arithmetic.

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 and estimation strategies including rounding.3

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. For example, observe that 4 times a number is always even, and explain why 4 times a number can be decomposed into two equal addends.

Use place value understanding and properties of operations to perform multi-digit arithmetic.¹

CCSS.MATH.CONTENT.3.NBT.A.1
Use place value understanding to round whole numbers to the nearest 10 or 100.

CCSS.MATH.CONTENT.3.NBT.A.2
Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.

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 operation

Develop understanding of fractions as numbers.

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.2
Understand a fraction as a number on the number line; represent fractions on a number line diagram.

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 locates the number 1/b on the number line.

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.

CCSS.MATH.CONTENT.3.NF.A.3
Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size.

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.B
Recognize and generate simple equivalent fractions, e.g., 1/2 = 2/4, 4/6 = 2/3. Explain why the fractions are equivalent, e.g., by using a visual fraction model.

CCSS.MATH.CONTENT.3.NF.A.3.C
Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers. Examples: Express 3 in the form 3 = 3/1; recognize that 6/1 = 6; locate 4/4 and 1 at the same point of a number line diagram.

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. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model

Solve problems involving measurement and estimation.

CCSS.MATH.CONTENT.3.MD.A.1
Tell and write time to the nearest minute and measure time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes, e.g., by representing the problem on a number line diagram.

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

Represent and interpret data.

CCSS.MATH.CONTENT.3.MD.B.3
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 using information presented in scaled bar graphs. For example, draw a bar graph in which each square in the bar graph might represent 5 pets.

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.

Geometric measurement: understand concepts of area and relate area to multiplication and to addition.

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
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.

CCSS.MATH.CONTENT.3.MD.C.6
Measure areas by counting unit squares (square cm, square m, square in, square ft, and improvised units).

CCSS.MATH.CONTENT.3.MD.C.7
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 whole-number 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.

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.

Geometric measurement: recognize perimeter.

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.

Reason with shapes and their attributes.

CCSS.MATH.CONTENT.3.G.A.1
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.

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. For example, partition a shape into 4 parts with equal area, and describe the area of each part as 1/4 of the area of the shape.

Science Vocabulary

1.      Fossil- formed millions of years from the remains of living organisms

2.      Rock- a solid piece of the Earth’s surface

3.      Rock Cycle- change in the mineral compositions and physical structures of rocks over time caused by various natural process

4.      Rock formations- rock arrangements, such as a sea stacks, arches, mesas, and gorges, created by weathering and erosion and other natural resources

5.      Sedimentary rock- layers of rock formed when sediment is deposited and then compacted and cemented over time

 

 

 

 

 

 

 

 E.3.7B Students will demonstrate an understanding of the composition of Earth and the processes which change Earth’s landforms

Learning Target(s)

(based on the language of the standard)






/

Monday 4/22

Easter Holiday

 

Tuesday 4/23

STATE TESTING

Review skills. 

Whole group instruction.

Class will work independently. 

Flipchart/interactive as review. 

 

Wednesday 4/24

STATE TESTING

Review skills. 

Whole group instruction.

Class will work independently. 

Flipchart/interactive as review. 

 

Thursday 4/25

STATE TESTING

 

Friday 4/26

STATE TESTING

 

 

Homework

Students will complete practice problems each night that practice the skills taught each day.  

Example of an Assessment Item Related to the Standard





A rectangle has a perimeter of 34 inches. The left side is 6 inches long. What is the length of the top side?

A.    6 inches

B.     11 inches

C.     28 inches

D.    4 inches

 

 

3rd Grade Math   

April 8th- 19th

CCSS.MATH.CONTENT.3.G.A.1 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.

 

CCSS.MATH.CONTENT.3.MD.B.3 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 using information presented in scaled bar graphs. For example, draw a bar graph in which each square in the bar graph might represent 5 pets.

CCSS.MATH.CONTENT.3.OA.A.4 Determine the unknown whole number in a multiplication or division equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 × ? = 48, 5 = _ ÷ 3, 6 × 6 = ?

CCSS.MATH.CONTENT.3.OA.B.5 Apply properties of operations as strategies to multiply and divide.2 Examples: If 6 × 4 = 24 is known, then 4 × 6 = 24 is also known. (Commutative property of multiplication.) 3 × 5 × 2 can be found by 3 × 5 = 15, then 15 × 2 = 30, or by 5 × 2 = 10, then 3 × 10 = 30. (Associative property of multiplication.) Knowing that 8 × 5 = 40 and 8 × 2 = 16, one can find 8 × 7 as 8 × (5 + 2) = (8 × 5) + (8 × 2) = 40 + 16 = 56. (Distributive property.)

CCSS.MATH.CONTENT.3.MD.C.7 Relate area to the operations of multiplication and addition.

Science Vocabulary

1.     Fossil- formed millions of years from the remains of living organisms

2.     Rock- a solid piece of the Earth’s surface

3.     Rock Cycle- change in the mineral compositions and physical structures of rocks over time caused by various natural process

4.     Rock formations- rock arrangements, such as a sea stacks, arches, mesas, and gorges, created by weathering and erosion and other natural resources

5.     Sedimentary rock- layers of rock formed when sediment is deposited and then compacted and cemented over time

 

 

 

 

 

 

 

 E.3.7B Students will demonstrate an understanding of the composition of Earth and the processes which change Earth’s landforms

Learning Target(s)

(based on the language of the standard)

/

Monday 4/8 Lesson 3.6 and 4.6

I can use commutative property multiplication to find products.

I can use associative property of multiplication to find products.

Review skills. 

Whole group instruction.

Class will work independently. 

Flipchart/interactive as review. 

 

Tuesday 4/9 Lesson 4.4, 3.7, and 6.9

I can find use distributive property to find products.

I can multiply a number with 0 or 1.

I can divide with 1 and 0.

Review skills. 

Whole group instruction.

Class will work independently. 

Flipchart/interactive as review. 

 

Wednesday 4/10 Lesson 5.2 and 7.8  

I can use an array or multiplication table to find an unknown factor .

I can divide by 8.

Review skills. 

Whole group instruction.

Class will work independently. 

Flipchart/interactive as review. 

Homework:  Students will finish practice pages. (Pages can also be modified

 

Thursday 4/ 11 Lesson  12.1 and 12.2

I can identify and describe plane shapes.

I can describe angles in plane shapes.

Review skills. 

Whole group instruction.

Class will work independently. 

Flipchart/interactive as review. 

Homework:  Students will finish practice pages. (Pages can also be modified

 

Friday 4/12 Lesson 12.4 and 12.5

I can describe line segments that are the sides of polygons. 

I can use sides and angles to describe quadrilaterals.

Review skills. 

Whole group instruction.

Class will work independently. 

Flipchart/interactive as review. 

Homework:  Students will finish practice pages. (Pages can also be modified

 

Monday 4/15 Lesson 12.7 and 2.1

I can use sides and angles to describe triangles.

I can use the strategy make a table to organize data and solve problems.

Review skills. 

Whole group instruction.

Class will work independently. 

Flipchart/interactive as review. 

 

Tuesday 4/16 Lesson 2.2, 2.4, and 2.6  

I can read and interpret data in a picture graph.

I can you read and interpret data in a bar graph.

I can solve problems using data represented in bar graphs.

Review skills. 

Whole group instruction.

Class will work independently. 

Flipchart/interactive as review. 

 

Wednesday 4/17 Lesson 11.8

I can break apart a shape to find the area.

REVIEW FOR THE TEST

Review skills. 

Whole group instruction.

Class will work independently. 

Flipchart/interactive as review. 

Homework:  Students will finish practice pages. (Pages can also be modified

 

Thursday 4/18

Biweekly Test

Friday 4/19

Good Friday

 

 

Homework

Students will complete practice problems each night that practice the skills taught each day.  

Example of an Assessment Item Related to the Standard

 

Which is an example of the commutative property of multiplication?

A.   2+3=3+2

B.   4X1= 1X4

C.   2X4=2X4

D.   2X6=2X4

 

3rd Grade Math   

March 18th- April 4th

 

CCSS.MATH.CONTENT.3.G.A.1 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.

 

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.

 

 

Science Vocabulary

1.     Fossil- formed millions of years from the remains of living organisms

2.     Rock- a solid piece of the Earth’s surface

3.     Rock Cycle- change in the mineral compositions and physical structures of rocks over time caused by various natural process

4.     Rock formations- rock arrangements, such as a sea stacks, arches, mesas, and gorges, created by weathering and erosion and other natural resources

5.     Sedimentary rock- layers of rock formed when sediment is deposited and then compacted and cemented over time

 

 

 

 

 

 

 

 E.3.7B Students will demonstrate an understanding of the composition of Earth and the processes which change Earth’s landforms

Learning Target(s)

(based on the language of the standard)

/

Monday 3/18 Lesson 11.1 and 11.2

I can find the perimeter.

I can measure perimeter.

Review skills. 

Whole group instruction.

Class will work independently. 

Flipchart/interactive as review. 

 

Tuesday 3/19 Lesson 11.3

I can find the unknown side length.

Review skills. 

Whole group instruction.

Class will work independently. 

Flipchart/interactive as review. 

 

Wednesday 3/20 Lesson 11.9 and 11.10  

I can use area to compare rectangles with the same perimeter.

I can use perimeter to compare rectangles with the same area.

Review skills. 

Whole group instruction.

Class will work independently. 

Flipchart/interactive as review. 

Homework:  Students will finish practice pages. (Pages can also be modified

 

Thursday 3/21

REPORT CARD PICK UP DAY

 

Friday 3/22

AR PARTY

 

Monday 3/25 Lesson 12.1 and 12.4

I can describe two-dimensional shapes.

I can use line segments and angles to make polygons.

I can find the perimeter.

I can measure perimeter.

Review skills. 

Whole group instruction.

Class will work independently. 

Flipchart/interactive as review. 

 

Tuesday 3/26 Lesson 12.2

I can describe angles in plane shapes.

Review skills. 

Whole group instruction.

Class will work independently. 

Flipchart/interactive as review. 

 

Wednesday 3/27 Lesson 12.4

I can describe line segments that are sides of a polygon.

Review skills. 

Whole group instruction.

Class will work independently. 

Flipchart/interactive as review. 

Homework:  Students will finish practice pages. (Pages can also be modified

 

Thursday 3/28 Lesson 12.5

I use sides and angels to help you describe quadrilaterals.

Review skills. 

Whole group instruction.

Class will work independently. 

Flipchart/interactive as review. 

Homework:  Students will finish practice pages. (Pages can also be modified

Friday 3/29 Lesson 12.7

I can use sides and angles to describe triangle. 

Review skills. 

Whole group instruction.

Class will work independently. 

Flipchart/interactive as review. 

Homework:  Students will finish practice pages. (Pages can also be modified

 

Monday 4/1 Lesson 12.8

I can draw a diagram to classify plane shapes. (Group A)

MAP TEST

Review skills. 

Whole group instruction.

Class will work independently. 

Flipchart/interactive as review. 

Homework:  Students will finish practice pages. (Pages can also be modified

Tuesday 4/2 Lesson 12.8 (Group B)

I draw a diagram to classify plane shapes. 

MAP TEST

Review skills. 

Whole group instruction.

Class will work independently.

Flipchart/interactive as review. 

Homework:  Students will finish practice pages. (Pages can also be modified

Wednesday 4/3

REVIEW FOR TEST. 

Review skills. 

Whole group instruction.

Class will work independently. 

Flipchart/interactive as review. 

Homework:  Students will finish practice pages. (Pages can also be modified

Thursday 4/4

TEST

Review skills. 

Whole group instruction.

Class will work independently. 

Flipchart/interactive as review. 

Homework:  Students will finish practice pages. (Pages can also be modified

Friday 4/5

FIELD TRIP

 

 

 

 

Homework

Students will complete practice problems each night that practice the skills taught each day.  

Example of an Assessment Item Related to the Standard

 

A rectangle has a perimeter of 34 inches. The left side is 6 inches long. What is the length of the top side?

A.   6 inches

B.   11 inches

C.   28 inches

D.   4 inches

 

3rd Grade Math   

March 4th- March 8th

CCSS.MATH.CONTENT.3.NF.A.3 Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size.

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.B Recognize and generate simple equivalent fractions, e.g., 1/2 = 2/4, 4/6 = 2/3. Explain why the fractions are equivalent, e.g., by using a visual fraction model.

CCSS.MATH.CONTENT.3.NF.A.3.C Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers. Examples: Express 3 in the form 3 = 3/1; recognize that 6/1 = 6; locate 4/4 and 1 at the same point of a number line diagram.

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. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model.

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 and estimation strategies including rounding.3

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. For example, observe that 4 times a number is always even, and explain why 4 times a number can be decomposed into two equal addends.

CCSS.MATH.CONTENT.3.NBT.A.1 Use place value understanding to round whole numbers to the nearest 10 or 100.

CCSS.MATH.CONTENT.3.NBT.A.2 Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.

CCSS.MATH.CONTENT.3.OA.B.5 Apply properties of operations as strategies to multiply and divide.2 Examples: If 6 × 4 = 24 is known, then 4 × 6 = 24 is also known. (Commutative property of multiplication.) 3 × 5 × 2 can be found by 3 × 5 = 15, then 15 × 2 = 30, or by 5 × 2 = 10, then 3 × 10 = 30. (Associative property of multiplication.) Knowing that 8 × 5 = 40 and 8 × 2 = 16, one can find 8 × 7 as 8 × (5 + 2) = (8 × 5) + (8 × 2) = 40 + 16 = 56. (Distributive property.)

CCSS.MATH.CONTENT.3.MD.B.3 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 using information presented in scaled bar graphs. For example, draw a bar graph in which each square in the bar graph might represent 5 pets.

CCSS.MATH.CONTENT.3.MD.C.7 Relate area to the operations of multiplication and addition.

Science Vocabulary

1.     Fossil- formed millions of years from the remains of living organisms

2.     Rock- a solid piece of the Earth’s surface

3.     Rock Cycle- change in the mineral compositions and physical structures of rocks over time caused by various natural process

4.     Rock formations- rock arrangements, such as a sea stacks, arches, mesas, and gorges, created by weathering and erosion and other natural resources

5.     Sedimentary rock- layers of rock formed when sediment is deposited and then compacted and cemented over time

 

 

 

 

 

 

 

 E.3.7A Students will demonstrate an understanding of the various processes involved in the rock cycle, superposition of rock layers, and fossil formation.

Learning Target(s)

(based on the language of the standard)

/

Monday 3/4

REVIEW FOR 9 WEEKS TEST

Review skills. 

Whole group instruction.

Class will work independently. 

Flipchart/interactive as review. 

 

Tuesday 3/5

REVIEW FOR 9 WEEKS TEST

Review skills. 

Whole group instruction.

Class will work independently. 

Flipchart/interactive as review. 

 

Wednesday 3/6  

REVIEW FOR 9 WEEKS TEST

Review skills. 

Whole group instruction.

Class will work independently. 

Flipchart/interactive as review. 

Homework:  Students will finish practice pages. (Pages can also be modified

 

Thursday 3/7

9 WEEKS TEST

Review skills. 

Whole group instruction of pages.

Class will work independently. 

Flipchart/interactive as review. 

Homework:  Students will finish practice pages. (Pages can also be modified) 

 

Friday 3/8

9 WEEKS TEST

Review skills. 

Whole group instruction of pages.

Class will independently. 

Flipchart/interactive as review. 

 

 

 

Homework

Students will complete practice problems each night that practice the skills taught each day.  

Example of an Assessment Item Related to the Standard

 

 

Jesse ran 2/4 mile on Monday, 2/3 mile on Tuesday, and 2/8 mile on Wednesday. Which list orders the fractions from least to greatest?

A. 2/4, 2/3, 2/8

B. 2/3, 2/4, 2/8

C.  2/8,2/4, 2/3

D. 2/8, 2/3, 2/4

 

3rd Grade Math   

February 19th- March 1st

CCSS.MATH.CONTENT.3.NF.A.3
Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size.

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.B
Recognize and generate simple equivalent fractions, e.g., 1/2 = 2/4, 4/6 = 2/3. Explain why the fractions are equivalent, e.g., by using a visual fraction model.

CCSS.MATH.CONTENT.3.NF.A.3.C
Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers. Examples: Express 3 in the form 3 = 3/1; recognize that 6/1 = 6; locate 4/4 and 1 at the same point of a number line diagram.

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. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model.

Science Vocabulary

1.     Fossil- formed millions of years from the remains of living organisms

2.     Rock- a solid piece of the Earth’s surface

3.     Rock Cycle- change in the mineral compositions and physical structures of rocks over time caused by various natural process

4.     Rock formations- rock arrangements, such as a sea stacks, arches, mesas, and gorges, created by weathering and erosion and other natural resources

5.     Sedimentary rock- layers of rock formed when sediment is deposited and then compacted and cemented over time

 

 

 

 

 

 

 

 E.3.7A Students will demonstrate an understanding of the various processes involved in the rock cycle, superposition of rock layers, and fossil formation.

Learning Target(s)

(based on the language of the standard)






/

Monday 2/18

Student Holiday- President’s Day

 

Tuesday 2/19 Lesson 9.1

I can use the strategy “act it out” to solve comparison problems.

Review skills. 

Whole group instruction.

Class will work independently. 

Flipchart/interactive as review. 

 

Wednesday 2/20  Lesson 9.2

I can compare fractions with the same denominator.

Review skills. 

Whole group instruction.

Class will work independently. 

Flipchart/interactive as review. 

Homework:  Students will finish practice pages. (Pages can also be modified

 

Thursday 2/21 Lesson 9.3

I can compare fractions with the same numerator.

Review skills. 

Whole group instruction of pages.

Class will work independently. 

Flipchart/interactive as review. 

Homework:  Students will finish practice pages. (Pages can also be modified) 

 

Friday 2/22 Lesson 9.4  

I can use strategies to compare fractions.   

Review skills. 

Whole group instruction of pages.

Class will independently. 

Flipchart/interactive as review. 

Homework:  Students will finish practice pages. (Pages can also be modified) 

 

Monday 2/25 Mid Chapter Check Point/Small Group

I can correctly compare fractions.

Review skills. 

Whole group instruction of pages.

Class will independently. 

Flipchart/interactive as review. 

Homework:  Students will finish practice pages. (Pages can also be modified) 

 

 

Tuesday 2/26  Lesson 9.5

I can compare and order fractions.

Review skills. 

Whole group instruction of pages.

Class will independently. 

Flipchart/interactive as review. 

Homework:  Students will finish practice pages. (Pages can also be modified) 

 

Wednesday 2/27 Chapter 9 Review  

I can compare and order fractions.

Review skills. 

Whole group instruction of pages.

Class will on independent work. 

Flipchart/interactive as review. 

Homework:  Students will finish practice pages. (Pages can also be modified) 

 

Thursday 2/28   Review all skills

Whole group instruction of pages.

Class will on independent work. 

Flipchart/interactive as review. 

Homework:  Students will finish practice pages. (Pages can also be modified) 

 

Friday 3/1

BIWEEKLY TEST

 

I

 

Prior knowledge

- addition and subtraction

-place value 

-multiplication facts

 

Activities/Centers

-Interactive Notebook

-Prometheam Flip Charts 

-Peer Group one-on-one

-Math Centers: addition/subtraction, rounding, and multiplication 

 

Closure

-Final question to observe mastery (independent)  

Homework

Students will complete practice problems each night that practice the skills taught each day.  

Example of an Assessment Item Related to the Standard





 

Jesse ran 2/4 mile on Monday, 2/3 mile on Tuesday, and 2/8 mile on Wednesday. Which list orders the fractions from least to greatest?

A. 2/4, 2/3, 2/8

B. 2/3, 2/4, 2/8

C.  2/8,2/4, 2/3

D. 2/8, 2/3, 2/4

 

3rd Grade Math   

February 4th- February 15th

 

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.2

Understand a fraction as a number on the number line; represent fractions on a number line diagram.

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 locates the number 1/b on the number line.

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

 

CCSS.MATH.CONTENT.3.NF.A.3

Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size.

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.B

Recognize and generate simple equivalent fractions, e.g., 1/2 = 2/4, 4/6 = 2/3. Explain why the fractions are equivalent, e.g., by using a visual fraction model.

CCSS.MATH.CONTENT.3.NF.A.3.C

Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers. Examples: Express 3 in the form 3 = 3/1; recognize that 6/1 = 6; locate 4/4 and 1 at the same point of a number line diagram

Science Vocabulary

 

 

Animal- A living thing that can move on its own and that gets its energy from food

 

Behavior- What an animal and plant does 

 

Enviroment-The space and all the living and nonliving things around an organism

 

External- on the outside 

 

Growth- The space and all the living and nonliving things around an organism

 

Invertebrate- An animal with no backbone 

 

Plant-A type of living thing that gets its energy from the Sun and is unable to move from place to place on its own

 

Structure- an arrangement of parts

 

Survive- To continue living and remain in existence

 

Vertebrate- Animal with a backbone 

 L.3.2. Students will demonstrate an understanding that through reproduction, the survival and physical features of plants and animals are inherited traits from parent organisms but can also be influenced by the environment.

Learning Target(s)

(based on the language of the standard)






/

Monday 2/4 Fractions

I can identify a fraction and its parts and name it.

Review skills. 

Whole group instruction.

Class will work independently. 

Flipchart/interactive as review. 

 

Tuesday 2/5 Fractions on a number line

I can represent and locate a fraction on a number.  

Review skills. 

Whole group instruction.

Class will work independently. 

Flipchart/interactive as review. 

 

Wednesday 2/6 Equivalent Fractions

I can tell which fractions are equivalent.

REVIEW FOR 4.5 Test

Review skills. 

Whole group instruction.

Class will work independently. 

Flipchart/interactive as review. 

Homework:  Students will finish practice pages. (Pages can also be modified

 

Thursday 2/7 4.5 Week Test

4.5 WEEK TEST

Review skills. 

Whole group instruction of pages.

Class will work independently. 

Flipchart/interactive as review. 

Homework:  Students will finish practice pages. (Pages can also be modified) 

 

Friday 2/8 Equivalent Fractions  

I can tell which fractions are equivalent.  

Review skills. 

Whole group instruction of pages.

Class will independently. 

Flipchart/interactive as review. 

Homework:  Students will finish practice pages. (Pages can also be modified) 

 

Monday 2/11 Lesson 8.6

I can use a fraction greater than one.  

Review skills. 

Whole group instruction of pages.

Class will independently. 

Flipchart/interactive as review. 

Homework:  Students will finish practice pages. (Pages can also be modified) 

 

 

Tuesday 2/12 Lesson 9.6

I can use models to find equivalent fractions.  

Review skills. 

Whole group instruction of pages.

Class will independently. 

Flipchart/interactive as review. 

Homework:  Students will finish practice pages. (Pages can also be modified) 

 

Wednesday 2/13 Lesson 9.7

I can use models to find equivalent fractions.

Review skills. 

Whole group instruction of pages.

Class will on independent work. 

Flipchart/interactive as review. 

Homework:  Students will finish practice pages. (Pages can also be modified) 

 

Thursday 2/14  Review all skills

Whole group instruction of pages.

Class will on independent work. 

Flipchart/interactive as review. 

Homework:  Students will finish practice pages. (Pages can also be modified) 

 

Friday 2/15

BIWEEKLY TEST

 

I

 

Prior knowledge

- addition and subtraction

-place value 

-multiplication facts

 

Activities/Centers

-Interactive Notebook

-Prometheam Flip Charts 

-Peer Group one-on-one

-Math Centers: addition/subtraction, rounding, and multiplication 

 

Closure

-Final question to observe mastery (independent)  

Homework

Students will complete practice problems each night that practice the skills taught each day.  

Example of an Assessment Item Related to the Standard





 

Mrs. Peters made an apple pie. There is 6/8 of the pie left over. Which fraction is equal to the part of the pie that is left over?

A. 1/4

B. 2/4

C.  1/2

D. 3/4

 

 

 

3rd Grade Math   

January 22nd – February 1st

CCSS.MATH.CONTENT.3.OA.B.5
Apply properties of operations as strategies to multiply and divide.
2 Examples: If 6 × 4 = 24 is known, then 4 × 6 = 24 is also known. (Commutative property of multiplication.) 3 × 5 × 2 can be found by 3 × 5 = 15, then 15 × 2 = 30, or by 5 × 2 = 10, then 3 × 10 = 30. (Associative property of multiplication.) Knowing that 8 × 5 = 40 and 8 × 2 = 16, one can find 8 × 7 as 8 × (5 + 2) = (8 × 5) + (8 × 2) = 40 + 16 = 56. (Distributive property.)

CCSS.MATH.CONTENT.3.MD.C.7
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 whole-number 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.

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.

Science Vocabulary

 

 

Animal- A living thing that can move on its own and that gets its energy from food

 

Behavior- What an animal and plant does 

 

Enviroment-The space and all the living and nonliving things around an organism

 

External- on the outside 

 

Growth- The space and all the living and nonliving things around an organism

 

Invertebrate- An animal with no backbone 

 

Plant-A type of living thing that gets its energy from the Sun and is unable to move from place to place on its own

 

Structure- an arrangement of parts

 

Survive- To continue living and remain in existence

 

Vertebrate- Animal with a backbone 

L.3.4 Students will demonstrate an understanding of how adaptations allow animals to satisfy life needs and respond both physically and behaviorally to their environment.

Learning Target(s)

(based on the language of the standard)






/

Monday 1/21

MLK HOLIDAY

 

Tuesday 1/22 Properties of Multiplication

I can use properties of multiplication to find products.

Review skills. 

Whole group instruction.

Class will work independently. 

Flipchart/interactive as review. 

 

Wednesday 1/23 Properties of Multiplication

I can use properties of multiplication to find products.

Review skills. 

Whole group instruction.

Class will work independently. 

Flipchart/interactive as review. 

Homework:  Students will finish practice pages. (Pages can also be modified

 

Thursday 1/24 Lesson 4.4

I can use the distributive property to find products.

Review skills. 

Whole group instruction of pages.

Class will work independently. 

Flipchart/interactive as review. 

Homework:  Students will finish practice pages. (Pages can also be modified) 

 

Friday 1/25 Dividing with 1 and 0

I can state the rules for dividing with 1 and 0.

Review skills. 

Whole group instruction of pages.

Class will independently. 

Flipchart/interactive as review. 

Homework:  Students will finish practice pages. (Pages can also be modified) 

 

Monday 1/28 Finding Area

I can find area.

Review skills. 

Whole group instruction of pages.

Class will independently. 

Flipchart/interactive as review. 

Homework:  Students will finish practice pages. (Pages can also be modified) 

 

 

Tuesday 1/29 Lesson 11.8

I can break apart a shape to find the area.

Review skills. 

Whole group instruction of pages.

Class will independently. 

Flipchart/interactive as review. 

Homework:  Students will finish practice pages. (Pages can also be modified) 

 

Wednesday 1/30 Multiplication and Division

I can tell the rules of order of operation.

 I can find products of multiplication.

Review skills. 

Whole group instruction of pages.

Class will on independent work. 

Flipchart/interactive as review. 

Homework:  Students will finish practice pages. (Pages can also be modified) 

 

Thursday 1/31  Review all skills

Whole group instruction of pages.

Class will on independent work. 

Flipchart/interactive as review. 

Homework:  Students will finish practice pages. (Pages can also be modified) 

 

Friday 2/1

BIWEEKLY TEST

 

I

 

Prior knowledge

- addition and subtraction

-place value 

-multiplication facts

 

Activities/Centers

-Interactive Notebook

-Prometheam Flip Charts 

-Peer Group one-on-one

-Math Centers: addition/subtraction, rounding, and multiplication 

 

Closure

-Final question to observe mastery (independent)  

Homework

Students will complete practice problems each night that practice the skills taught each day.  

Example of an Assessment Item Related to the Standard





 

Which is an example of the Communitive Property of Multiplication?

A. 30+2 =30 X 2

B. 10X1= 10X1

C.  2 X 4 = 4 X 2

D. 2 X 6 = 3X4

 

 

3rd Grade Math   

January 7th- January 18th

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 and estimation strategies including rounding.
3

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. For example, observe that 4 times a number is always even, and explain why 4 times a number can be decomposed into two equal addends

CCSS.MATH.CONTENT.3.NBT.A.1
Use place value understanding to round whole numbers to the nearest 10 or 100

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.

CCSS.MATH.CONTENT.3.MD.B.3
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 using information presented in scaled bar graphs. For example, draw a bar graph in which each square in the bar graph might represent 5 pets

Science Vocabulary

 

 

Animal- A living thing that can move on its own and that gets its energy from food

 

Behavior- What an animal and plant does 

 

Enviroment-The space and all the living and nonliving things around an organism

 

External- on the outside 

 

Growth- The space and all the living and nonliving things around an organism

 

Invertebrate- An animal with no backbone 

 

Plant-A type of living thing that gets its energy from the Sun and is unable to move from place to place on its own

 

Structure- an arrangement of parts

 

Survive- To continue living and remain in existence

 

Vertebrate- Animal with a backbone 

L.3.4 Students will demonstrate an understanding of how adaptations allow animals to satisfy life needs and respond both physically and behaviorally to their environment.

Learning Target(s)

(based on the language of the standard)






/

Monday 1/7  Lesson 1.1 and 1.2

I can use properties to explain patterns on the addition table.

I can round numbers.

Review skills. 

Whole group instruction.

Class will work independently. 

Flipchart/interactive as review. 

 

Tuesday 1/8 Lesson 1.8 and 1.12

I can round to estimate differences.

I can draw a diagram to solve one and two-step addition problems.

Review skills. 

Whole group instruction.

Class will work independently. 

Flipchart/interactive as review. 

 

Wednesday 1/9 Lesson 2.1 and 2.7

I can make a table to organize data and solve problems.

I can read and interpret data in a line plot and use data to make a line plot.   

Review skills. 

Whole group instruction.

Class will work independently. 

Flipchart/interactive as review. 

Homework:  Students will finish practice pages. (Pages can also be modified

 

Thursday 1/10 Lesson 3.4 and 4.7 

I can draw a diagram to solve one and two step problems.

I can use properties to explain patterns on the multiplication table.

Review skills. 

Whole group instruction of pages.

Class will work independently. 

Flipchart/interactive as review. 

Homework:  Students will finish practice pages. (Pages can also be modified) 

 

Friday 1/11 Lesson 4.10 and 5.1

I can make a table to solve multiplication problems.

I can describe patterns in a table.   

Review skills. 

Whole group instruction of pages.

Class will independently. 

Flipchart/interactive as review. 

Homework:  Students will finish practice pages. (Pages can also be modified) 

 

Monday 1/14 Lesson 5.4 and 5.5

I can multiply with multiples of 10.

I can multiply multiples of ten with whole numbers.

Review skills. 

Whole group instruction of pages.

Class will independently. 

Flipchart/interactive as review. 

Homework:  Students will finish practice pages. (Pages can also be modified) 

 

 

Tuesday 1/15 Lesson 7.10

I can act it out to solve two-step problems.

Review skills. 

Whole group instruction of pages.

Class will independently. 

Flipchart/interactive as review. 

Homework:  Students will finish practice pages. (Pages can also be modified) 

 

Wednesday 1/16  Lesson 7/11

I can tell the rules of order of operation. 

Review skills. 

Whole group instruction of pages.

Class will on independent work. 

Flipchart/interactive as review. 

Homework:  Students will finish practice pages. (Pages can also be modified) 

 

Thursday 1/17   Review all skills

Whole group instruction of pages.

Class will on independent work. 

Flipchart/interactive as review. 

Homework:  Students will finish practice pages. (Pages can also be modified) 

 

Friday 1/18

BIWEEKLY TEST

 

Procedures (with general times)







 

Prior knowledge

- addition and subtraction

-place value 

-multiplication facts

 

Activities/Centers

-Interactive Notebook

-Prometheam Flip Charts 

-Peer Group one-on-one

-Math Centers: addition/subtraction, rounding, and multiplication 

 

Closure

-Final question to observe mastery (independent)  

Homework

Students will complete practice problems each night that practice the skills taught each day.  

Example of an Assessment Item Related to the Standard





 

A. 30

B. 10

C.  25

D. 15

 

3rd Grade Math   

November 26th-December 21st

 

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 into equal shares of 8 objects each. For example, describe a context in which a number of shares or a number of groups can be expressed as 56 ÷ 8.

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, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.1

CCSS.MATH.CONTENT.3.OA.B.6
Understand division as an unknown-factor problem. For example, find 32 ÷ 8 by finding the number that makes 32 when multiplied by 8.

Multiply and divide within 100.

CCSS.MATH.CONTENT.3.OA.C.7
Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit number

Science Vocabulary

AnimalA living thing that can move on its own and that gets its energy from food

Behavior- What an animal and plant does 

Environment-The space and all the living and nonliving things around an organism

External- on the outside 

Growth- The space and all the living and nonliving things around an organism

Invertebrate- An animal with no backbone 

Plant-A type of living thing that gets its energy from the Sun and is unable to move from place to place on its own

Structure- an arrangement of parts

Survive- To continue living and remain in existence

Vertebrate- Animal with a backbone 

 

Learning Target(s)

(based on the language of the standard)





Monday 11/26  Lesson 3.3 and 4.1

I can use a number line to skip count to find how many in all.

I can multiply with 2s and 4s. 

Review skills. 

Whole group instruction.

Class will work independently. 

Flipchart/interactive as review. 

 

Tuesday 11/27 Lesson 3.5 and 4.2

I can use arrays to model multiplication. 

I can multiply with 5s and 10s. 

Review skills. 

Whole group instruction.

Class will work independently. 

Flipchart/interactive as review. 

 

Wednesday 11/28 Lesson 4.3 and 4.5

I can multiply with 3s and 6s. 

I can multiply with 7s. 

Review skills. 

Whole group instruction.

Class will work independently. 

Flipchart/interactive as review. 

 

Thursday 11/29 Lesson4.8 and 4.9

I can multiply with 8s and 9s.  

Review skills. 

Whole group instruction of pages.

Class will work independently. 

Flipchart/interactive as review. 

Homework:  Students will finish practice pages. (Pages can also be modified) 

 

Friday 11/30 Test

Multiplication Test

 

Monday 12/3 

MAP Testing  

 

Tuesday 12/4

MAP Testing 

 

 

Wednesday 12/5  Lesson 6.1 and 7.1

I can act it out to solve problems with equal groups. 

I can divide by 2.  

Review skills. 

Whole group instruction of pages.

Class will on independent work. 

Flipchart/interactive as review. 

Homework:  Students will finish practice pages. (Pages can also be modified) 

 

Thursday 12/6 Lesson 6.2 and 7.2

I can model division problems to find each in a group. 

I can divide by 10.  

Review skills. 

Whole group instruction of pages.

Class will on independent work. 

Flipchart/interactive as review. 

Homework:  Students will finish practice pages. (Pages can also be modified) 

 

 

Friday  12/7  Lesson 6.3 and 7,3

I can model division with equal groups. 

I can divide by 5. 

Review skills. 

Whole group instruction of pages.

Class will on independent work. 

Flipchart/interactive as review. 

Homework:  Students will finish practice pages. (Pages can also be modified) 

 

 

Monday 12/10  Lesson 6.4 and 7.4

I can use bar models to solve division. 

I can divide by three. 

Review skills. 

Whole group instruction of pages.

Class will on independent work. 

Flipchart/interactive as review. 

Homework:  Students will finish practice pages. (Pages can also be modified) 

 

 

Tuesday 12/11  Lesson 6.5 and 7.5

I can relate division to subtraction. 

I can divide by 4. 

Review skills. 

Whole group instruction of pages.

Class will on independent work. 

Flipchart/interactive as review. 

Homework:  Students will finish practice pages. (Pages can also be modified) 

 

 

Wednesday 12/12  Lesson 6.6 and 7.6 

I can use arrays to solve division. 

I can divide by 6. 

Review skills. 

Whole group instruction of pages.

Class will on independent work. 

Flipchart/interactive as review. 

Homework:  Students will finish practice pages. (Pages can also be modified) 

 

 

Thursday 12/13  Lesson 6.7 and 7.7

I can use multiplication to divide. 

I can divide by 7.   

Review skills. 

Whole group instruction of pages.

Class will on independent work. 

Flipchart/interactive as review. 

Homework:  Students will finish practice pages. (Pages can also be modified) 

 

 

Friday 12/14 Lesson 6.8 and 7.9 

I can write a set of related multiplication and division facts. 

I can divide by 9. 

Review skills. 

Whole group instruction of pages.

Class will on independent work. 

Flipchart/interactive as review. 

Homework:  Students will finish practice pages. (Pages can also be modified) 

 

Monday 12/17 Review for Test

 Review skills. 

Whole group instruction of pages.

Class will on independent work. 

Flipchart/interactive as review. 

Homework

 

Tuesday 12/18 Division Test

 

Wednesday 12/19 Review for 9 Weeks Test

Thursday 12/20 9 Weeks Test

Friday 12/21 Movie Field Trip 

 

 

Prior knowledge

- addition and subtraction

-place value 

-multiplication facts

-Fractions 

 

Activities/Centers

-Interactive Notebook

-Prometheam Flip Charts 

-Peer Group one-on-one

-Math Centers: addition/subtraction, rounding, and multiplication 

Closure

-Final question to observe mastery (independent)  

Homework

Students will complete practice problems each night that practice the skills taught each day.  

Example of an Assessment Item Related to the Standard





Allison has 7 bags of candy. Each bag has 5 pieces of candy. How many pieces of candy does she have? 

A. 40

B. 24

C. 30

D. 35

3rd Grade Math   

November 5th-16th  

Solve problems involving measurement and estimation.

CCSS.MATH.CONTENT.3.MD.A.1
Tell and write time to the nearest minute and measure time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes, e.g., by representing the problem on a number line diagram.

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

 

Science Vocabulary

Animal- A living thing that can move on its own and that gets its energy from food

Behavior- What an animal and plant does 

Environment-The space and all the living and nonliving things around an organism

External- on the outside 

Growth- The space and all the living and nonliving things around an organism

Invertebrate- An animal with no backbone 

Plant-A type of living thing that gets its energy from the Sun and is unable to move from place to place on its own

Structure- an arrangement of parts

Survive- To continue living and remain in existence

Vertebrate- Animal with a backbone 

 

Learning Target(s)

(based on the language of the standard)







Monday 11/5  Lesson 10.1

I can tell time to the nearest minute. 

Review skills. 

Whole group instruction.

Class will work independently. 

Flipchart/interactive as review. 

 

Tuesday 11/6 Lesson 10.2 

I can tell when time to use a.m. and p.m. with time. 

Review skills. 

Whole group instruction.

Class will work independently. 

Flipchart/interactive as review. 

 

Wednesday 11/7 Lesson 10.3

I can measure elapsed time in minutes. 

Review skills. 

Whole group instruction.

Class will work independently. 

Flipchart/interactive as review. 

 

Thursday 11/8 Lesson 10.4

I can find a starting or ending time when I know elapsed time. 

Review skills. 

Whole group instruction of pages.

Class will work independently. 

Flipchart/interactive as review. 

Homework:  Students will finish practice pages. (Pages can also be modified) 

 

Friday 11/9 Lesson 10.5

I can draw a diagram to solve problems about time. 

Review skills. 

Whole group instruction of pages.

Class will work independently. 

Flipchart/interactive as review. 

Homework:  Students will finish practice pages. (Pages can also be modified) 

 

Monday 11/12 Lesson 10.7

I can estimate and measure liquid volume in metric units. 

Review skills. 

Whole group instruction of pages.

Class will work independently. 

Flipchart/interactive as review. 

Homework:  Students will finish practice pages. (Pages can also be modified) 

 

Tuesday 11/13 Lesson 10.8

I can estimate and measure mass in metric units. 

Review skills. 

Whole group instruction of pages.

Class will independently. 

Flipchart/interactive as review. 

Homework:  Students will finish practice pages. (Pages can also be modified) 

 

Wednesday 11/14 Lesson 10.9

I can use models to solve liquid volume and mass problems. 

Review skills. 

Whole group instruction of pages.

Class will work on independent work. 

Flipchart/interactive as review. 

Homework:  Students will finish practice pages. (Pages can also be modified) 

 

Thursday 11/15  REVIEW FOR TEST 

Review skills. 

Whole group instruction of pages.

Class will on independent work. 

Flipchart/interactive as review. 

Homework:  Students will finish practice pages. (Pages can also be modified) 

 

Friday 11/16

BIWEEKLY TEST

 

 

Prior knowledge

- addition and subtraction

-place value 

-multiplication facts

-Fractions 

 

Activities/Centers

-Interactive Notebook

-Prometheam Flip Charts 

-Peer Group one-on-one

-Math Centers: addition/subtraction, rounding, and multiplication 

Closure

-Final question to observe mastery (independent)  

Homework

Students will complete practice problems each night that practice the skills taught each day.  

Example of an Assessment Item Related to the Standard





Allison has a container filled with 12L of water. Daniel has a container filled with 16L of water. What is the total liquid volume of the containers? 

A. 4L

B. 24L

C. 28L

D. 32L