Beruflich Dokumente
Kultur Dokumente
Unit 2
Operations and Algebraic Thinking: the Relationship Between Multiplication and Division 4-6 weeks
MCC3.OA.1 MCC3.OA.2 MCC3.OA.3 MCC3.OA.4 MCC3.MD.3 MCC3.MD.4
Unit 3
Operations and Algebraic Thinking: the Properties of Multiplication and Division 4-6 weeks
MCC3.OA.5 MCC3.OA.6 MCC3.OA.7 MCC3.MD.3 MCC3.MD.4
Unit 4
Operations and Algebraic Thinking: Patterns in Addition and Multiplication 4-6 weeks
MCC3.OA.8 MCC3.OA.9 MCC3.MD.3 MCC3.MD.4 MCC3.MD.5 MCC3.MD.6 MCC3.MD.7
Unit 5
Geometry
Unit 6
Representing and Comparing Fractions
Unit 7
Measurement
Unit 8
Show What We Know
4-6 weeks
MCC3.NBT.1 MCC3.NBT.2 MCC3.NBT.3 MCC3.MD.3 MCC3.MD.4
4-5 weeks
MCC3.G.1 MCC3.G.2 MCC3.MD.3 MCC3.MD.4
4-6 weeks
MCC3.NF.1 MCC3.NF.2 MCC3.NF.3 MCC3.MD.3 MCC3.MD.4
4-6 weeks
MCC3.MD.1 MCC3.MD.2 MCC3.MD.3 MCC3.MD.4 MCC3.MD.7 MCC3.MD.8
4-5 weeks
ALL
These units were written to build upon concepts from prior units, so later units contain tasks that depend upon the concepts addressed in earlier units. All units will include the Mathematical Practices and indicate skills to maintain.
NOTE: Mathematical standards are interwoven and should be addressed throughout the year in as many different units and tasks as possible in order to stress the natural connections that exist among mathematical topics. Grades 3-5 Key: G= Geometry, MD=Measurement and Data, NBT= Number and Operations in Base Ten, NF = Number and Operations, Fractions, OA = Operations and Algebraic Thinking.
Georgia Department of Education Dr. John D. Barge, State School Superintendent May 2012 All Rights Reserved
Common Core Georgia Performance Standards Third Grade Common Core Georgia Performance Standards: Curriculum Map
1 Make sense of problems and persevere in solving them. 2 Reason abstractly and quantitatively. 3 Construct viable arguments and critique the reasoning of others. 4 Model with mathematics. Standards for Mathematical Practice 5 Use appropriate tools strategically. 6 Attend to precision. 7 Look for and make use of structure. 8 Look for and express regularity in repeated reasoning.
Unit 1
Unit 2
Unit 3
Unit 4
Operations and Algebraic Thinking: the Relationship Between Multiplication and Division
Represent and solve problems involving multiplication and division. MCC3.OA.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. MCC3.OA.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. MCC3.OA.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
See Glossary, Table 2. Students need not use formal terms for these properties. 3 This standard is limited to problems posed with whole numbers and having whole-number answers; students should know how to perform operations in the conventional order where there are no parentheses to specify a particular order (Order of Operations).
Georgia Department of Education Dr. John D. Barge, State School Superintendent May 2012 All Rights Reserved
Georgia Department of Education Dr. John D. Barge, State School Superintendent May 2012 All Rights Reserved
Georgia Department of Education Dr. John D. Barge, State School Superintendent May 2012 All Rights Reserved
Common Core Georgia Performance Standards Third Grade Common Core Georgia Performance Standards: Curriculum Map
1 Make sense of problems and persevere in solving them. 2 Reason abstractly and quantitatively. 3 Construct viable arguments and critique the reasoning of others. 4 Model with mathematics. Standards for Mathematical Practice 5 Use appropriate tools strategically. 6 Attend to precision. 7 Look for and make use of structure. 8 Look for and express regularity in repeated reasoning.
Unit 5
Unit 6
Unit 7
Unit 8
Geometry
Reason with shapes and their attributes. MCC3.G.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. MCC3.G.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. Represent and interpret data. MCC3.MD.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. MCC3.MD.4 Generate measurement data by
4 5
3
Measurement
Solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects. MCC3.MD.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. MCC3.MD.2 Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l). 4 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. 5 Represent and interpret data. MCC3.MD.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. MCC3.MD.4 Generate measurement data by
Excludes compound units such as cm and finding the geometric volume of a container. Excludes multiplicative comparison problems (problems involving notions of times as much; see Glossary, Table 2).
Georgia Department of Education Dr. John D. Barge, State School Superintendent May 2012 All Rights Reserved
Georgia Department of Education Dr. John D. Barge, State School Superintendent May 2012 All Rights Reserved