GRADE 3 Math OVERVIEW FOR TERM 2

JANUARY 2019 – MARCH 2019

Grade 3 Teachers – Ms Sreevidya, Ms Prachi, Ms Roisin and Ms Fidaa
Note: This term overview is subjected to changes (addition, removal or postponing the topics) depending on the students understanding and learning pace
Units & LEARNING OUTCOMES Essential questions CONTINUOUS FORMATIVE HOME PRACTICE LEARNING ATTITUDE LEARNING SKILLS
lessons ASSESSMENT
Chapter 5 L1- What are some ways you Evaluate completed tasks/ Check weekly planner for  Task Completion  asking questions,
Lesson 5.1: Describe patterns can describe a pattern in a table? CFUs / exit tickets homework  Independent Learning  developing and using models,
 Participation  analyzing and interpreting data,
L.O: Identify and describe a number pattern shown in a
 Collaboration  constructing explanations and
function table. L2--How can you use an array or
 Initiative/Self Direction designing solutions,
Lesson 5.2: Find unknown numbers a multiplication table to find an
 Extend to Enrich  engaging in argument from
L.O: Use an array or a multiplication table to fi nd an unknown factor or product?  Focus evidence,
unknown factor.  Timely Submissions  making connections,
L4- What strategies can you use  Obtaining, evaluating, and
Lesson 5.4: Multiplication Strategies with multiples of
to multiply with multiples of 10? communicating information
10
L.O: Use base-ten blocks, a number line, or place value to
L5- Model and record
multiply with multiples of 10. multiplication with multiples of
Lesson 5.5: Multiply 1-digit numbers by multiples of 10. 10.
L.O: Model and record multiplication with multiples of 10.
January - Unit 5– Unit 6

Term2 Summative 1

Chapter 6 Check weekly planner for  Task Completion  asking questions,

Lesson 6.2: Size of equal groups. L2: How can you model a homework  Independent Learning  developing and using models,
division problem to find how  Participation  analyzing and interpreting data,
L.O: Use models to explore the meaning of partitive
many in each group?  Collaboration  constructing explanations and
(sharing) division.  Initiative/Self Direction designing solutions,
Lesson 6.3: Number of equal groups.  Extend to Enrich  engaging in argument from
L3: How can you model a division
L.O: Use models to explore the meaning of quotative  Focus evidence,
problem to find how many equal
(measurement) division. Timely Submissions  making connections,
groups? Obtaining, evaluating, and
Lesson 6.4: Model with bar model.
communicating information
L.O: Model division by using equal groups and bar models L4: How can you use bar models
Lesson 6.7: Relate multiplication and division. to solve division problems?
L.O: Use bar models and arrays to relate multiplication and
division as inverse operations. L7: How can you use
Lesson 6.8: Write related facts. multiplication to divide?
L.O: Write related multiplication and division facts.
L8: How can you write a set of
Lesson 6.9: Division Rules for 1 and 0.
related multiplication and
L.O: Divide using the rules for 1 and 0.
division facts?
L9: What are the rules for
dividing with 1 and 0?

Chapter 7 L1- What does dividing by 2 Evaluate completed tasks/ Check weekly planner for  Task Completion  asking questions,
mean? CFUs / exit tickets homework  Independent Learning  developing and using models,
Lesson 7.1: divide by 2.  Participation  analyzing and interpreting data,
 
February – Unit 7

L2- What strategies can you use Collaboration constructing explanations and
L.O: Use models to represent division by 2.  Initiative/Self Direction designing solutions,
Lesson 2: Divide by 10 to divide by 10?
 Extend to Enrich  engaging in argument from
L.O: Use repeated subtraction, a number line, or a  Focus evidence,
multiplication table to divide by 10. L3- What does dividing by 5  Timely Submissions  making connections,
mean?  Obtaining, evaluating, and
Lesson 3: Divide by 5
communicating information.
L.O: Count up by 5s, count back on a number line, or use
L4 What strategies can you use
10s facts and doubles to divide by 5. to divide by 3?
Lesson 4: Divide by 3
 L.O: Use equal groups, a number line, or a related L5 What strategies can you use
multiplication fact to divide by 3. to divide by 4?
Lesson 5: Divide by 4
L.O: Use an array, equal groups, factors, or a related L6 What strategies can you use
multiplication fact to divide by 4. to divide by 6?
L7 What strategies can you use
Lesson 6: Divide by 6
to divide by 7?
L.O: Use equal groups, a related multiplication fact, or
factors to divide by 6. L8 What strategies can you use
Lesson 7: Divide by 7 to divide by 8?
L.O: Use an array, a related multiplication fact, or equal
groups to divide by 7. L9 What strategies can you use
Lesson 8: Divide by 8 to divide by 9?
L.O: Use repeated subtraction, a related multiplication fact,
or a multiplication table to divide by 8.
Lesson 9: Divide by 9
L.O: Use equal groups, factors, or a related multiplication
fact to divide by 9.

TERM 2 SUMMATIVE 2
Chapter 8 L1 What are equal parts of a Evaluate completed tasks/ Check weekly planner for  Task Completion  asking questions,
Lesson 1: Equal Parts of a Whole whole? CFUs / exit tickets homework  Independent Learning  developing and using models,
 Participation  analyzing and interpreting data,
L.O: Explore and identify equal parts of a whole.
L2 Why do you need to know  Collaboration  constructing explanations and
Lesson 2: Equal Shares  Initiative/Self Direction designing solutions,
L.O: Divide models to make equal shares. how to make equal shares?
 Extend to Enrich  engaging in argument from
Lesson 3: Unit Fractions of a Whole  Focus evidence,
L3 What do the top and bottom
L.O: Use a fraction to name one part of a whole that is  Timely Submissions  making connections,
numbers of a fraction tell?  Obtaining, evaluating, and
divided into equal parts.
communicating information.
Lesson 4: Fractions of a Whole L4 How does a fraction name
March - Unit 8

L.O: Read, write, and model fractions that represent more part of a whole?
than one part of a whole that is divided into equal parts.
Lesson 5: Fractions on a Number Line L5 How can you represent and
L.O: Represent and locate fractions on a number line locate fractions on a number
Lesson 6: Relate Fractions and Whole Numbers line?
L.O: Relate fractions and whole numbers by expressing
L6 When might you use a
whole numbers as fractions and recognizing fractions that
fraction greater than 1 or a
are equivalent to whole numbers.
whole number?
Lesson 7: Fractions of a Group
L.O: Model, read, and write fractional parts of a group. L7 How can a fraction tell how
Lesson 8: Find Part of a Group Using Unit Fractions many are in part of a group?
L.O: Find fractional parts of a group using unit fractions
L8 How can a fraction tell how
many are in part of a group?