3rd Grade Math Support Document REVISED August 2019

South Carolina
College- and Career-Ready

Standards for Mathematics
Support Document
3rd Grade
South Carolina College- and Career-Ready Standards for Mathematics
3rd Grade Mathematics Support Document
As support for implementing the South Carolina College- and Career-Ready Standards for Mathematics, the
standards for each grade K-5 have been grouped into possible units. In the Table of Contents below, the titles for
those possible units are listed in a column under each grade. To see which standards are addressed in each unit for this
grade and to read a brief description of the focus for each unit in this grade, click on the Overview of Units in the
Table of Contents. The completed units for this grade are hyperlinked from/to the Table of Contents and the Overview
of Units. The purpose of this document is to provide guidance as to how all the standards at this grade may be
grouped into units and how those units might look. Since this document is merely guidance, districts should
implement the standards in a manner that addresses the district curriculum and the needs of students.
Acknowledgments
The mathematics support documents have been created by teachers for teachers. This is a working document.
Based on feedback from classroom application, revisions will continue. During 2019, a team of teachers from 31
districts developed units of instruction. These units are not intended to be a pacing guide. The strategies in the units
are not all-inclusive for specific content instruction. Lessons within the units of instruction are not presented in a
particular order, but are numbered for ease of reference.
3nd Grade
SCDE Support Document – Office of Standards and Learning DRAFT-August 2019 2
Mathematical Process Standards: The South Carolina College- and Career-Ready (SCCCR) Mathematical Process
Standards demonstrate the ways in which students develop conceptual understanding of mathematical content and apply
mathematical skills. As a result, the SCCCR Mathematical Process Standards should be integrated within the SCCCR
Content Standards for Mathematics for each grade level and course. Since the process standards drive the pedagogical
component of teaching and serve as the means by which students should demonstrate understanding of the content standards,
the process standards must be incorporated as an integral part of overall student expectations when assessing content
understanding.
Mathematical Process Standards

1. Make sense of problems and persevere in solving 5. Use a variety of mathematical tools effectively
them. and strategically.
a. Relate a problem to prior knowledge. a. Select and use appropriate tools when solving a
b. Recognize there may be multiple entry points to a mathematical problem.
problem and more than one path to a solution. b. Use technological tools and other external
c. Analyze what is given, what is not given, what is mathematical resources to explore and deepen
being asked, and what strategies are needed, and understanding of concepts.
make an initial attempt to solve a problem.
d. Evaluate the success of an approach to solve a
problem and refine it if necessary.
2. Reason both contextually and abstractly. 6. Communicate mathematically and approach
a. Make sense of quantities and their relationships in mathematical situations with precision.
mathematical and real-world situations. a. Express numerical answers with the degree of
b. Describe a given situation using multiple precision appropriate for the context of a
mathematical representations. situation.
c. Translate among multiple mathematical b. Represent numbers in an appropriate form
representations and compare the meanings each according to the context of the situation.
representation conveys about the situation. c. Use appropriate and precise mathematical
d. Connect the meaning of mathematical operations to language.
the context of a given situation. d. Use appropriate units, scales, and labels.
3. Use critical thinking skills to justify 7. Identify and utilize structure and patterns.
mathematical reasoning and critique the a. Recognize complex mathematical objects as
reasoning of others. being composed of more than one simple object.
a. Construct and justify a solution to a problem. b. Recognize mathematical repetition in order to
b. Compare and discuss the validity of various make generalizations.
reasoning strategies. c. Look for structures to interpret meaning and
c. Make conjectures and explore their validity. develop solution strategies.
d. Reflect on and provide thoughtful responses to the
reasoning of others.
4. Connect mathematical ideas and real-world
situations through modeling.
a. Identify relevant quantities and develop a model to
describe their relationships.
b. Interpret mathematical models in the context of the
situation.
c. Make assumptions and estimates to simplify
complicated situations.
5. Evaluate the reasonableness of a model and refine if
necessary.
3nd Grade
Table of Contents for Grades K-5
K 1st 2nd 3rd 4th 5th
Overview of Overview of Units Overview of Units Overview of Units Overview of Overview of

Units Units Units
Unit Counting and Composing and Place Value Concepts Conceptual Place Value, Expressions,
1 Cardinality Decomposing Understanding of Addition, & Equations, &
Numbers Through Multiplication & Subtraction the
10 Division with Whole Coordinate
Numbers Plane
Unit Understanding Addition and Developing Concepts Place Value Algebraic Place Value
2 Relationship Subtraction of Addition and Thinking
of Counting Strategies Subtraction
and Quantity
Unit Count and Understanding Application of Addition & Multiplication Operations

3 Compare Place Value Addition and Subtraction & Division of with Whole
Subtraction Whole and Decimal
Numbers Numbers
Unit Composing Applying Place Attributes Polygons Application Fraction Adding and
4 and Value Concepts and Fractional Parts of Multiplication & Equivalence Subtracting
Decomposing Division Fractions
Numbers
Unit Understanding Comparisons and Measurement: Length Conceptual Adding, Multiplying

5 Measurement Data Understanding of Subtracting, & with Fractions
and Data Fractions Multiplying
with Fractions
Unit Patterns and Geometry and Measurement Time Data Analysis Decimal Dividing with
6 Positions Equal Shares and Money Concepts Fractions
Unit Two Measurement and Creating and Identification and Conversions Classifying
7 Dimensional Data Understanding Data Classification of & Problem 2D Shapes
and Three Geometric Shapes Solving with
Dimensional Measurement
Geometry
Unit Addition and Problem Solving Geometric Perimeter,

8 Subtraction with Measurement Classifications Area, and
& Line Volume
Symmetry
Unit Fluency with Angle Converting

9 Multiplication & Measurement Measurements
Division within a
Single System
3nd Grade
Grade Three Overview of Units
Click here to return to the K-5 Table of Contents
Unit 1 Unit 2 Unit 3 Unit 4

Conceptual Understanding Place Value Addition & Application of Multiplication
of Multiplication & Subtraction & Division
Division
Standards Standards Standards Standards
3.ATO.1 3.NSBT.1 3.NSBT.2 3.ATO.3
3.ATO.2 3.NSBT.4 3.ATO.8 3.ATO.4
3.ATO.3 3.NSBT.5 3.ATO.9 3.ATO.5
3.ATO.6 3.ATO.9
Unit Focus Unit Focus Unit Focus Unit Focus

To develop conceptual Students use place Students develop Building on conceptual
understanding, students use value understanding fluency with addition understanding from Unit 1 and
concrete objects, drawings to read, write, and subtraction of now with a focus on application,
and symbols to represent round, compare, and whole numbers students continue working with
multiplication and division order numbers. through 1,000, and multiplication and division facts
facts and then solve real- apply these skills in in a variety of problem solving
world problems. real-world problems. situations.
Unit 5 Unit 6 Unit 7 Unit 8 Unit 9

Conceptual Data Analysis Identification and Problem Solving Fluency with
Understanding of Classification of with Multiplication &
Fractions Geometric Shapes Measurement Division
Standards Standards Standards Standards Standards
3.NSF.1 3.MDA.3 3.G.1 3.MDA.1 3.NSBT.3
3.NSF.2 3.MDA.4 3.G.3 3.MDA.2 3.ATO.7
3.NSF.3 3.G.4 3.MDA.5 3.ATO.8
3.G.2 3.MDA.6
3.ATO.8
Unit Focus Unit Focus Unit Focus Unit Focus Unit Focus
Students begin to Students extend Students continue Students solve Students apply a
build fraction sense, their working with 2-D real-world variety of strategies
working with a understanding of shapes, categorizing by problems to demonstrate
variety of models to data analysis to attributes. Students also involving a fluency and solve
emphasize unit include scaled identify 3-D shapes variety of real-world problems
fractions and explore picture and bar based on given 2-D nets. measurement with multiplication
fraction graphs, as well as concepts. and division facts.
equivalence. line plots.
3nd Grade
3rd Grade Math Unit 1
Return to Table of Contents
Return to Third Grade Overview
Conceptual Understanding of Multiplication and Division
Content Standards with Clarifying Notes

Open bullets indicate clarifying notes
● 3.ATO.1 Use concrete objects, drawings, and symbols to represent multiplication facts of two single-digit
whole numbers and explain the relationship between the factors (i.e., 0-10) and the product.
○ Develop conceptual understanding which means using concrete/hands-on methods to explore
multiplication
○ Develop vocabulary for the terms in a multiplication fact.
● 3.ATO.2 Use concrete objects, drawings and symbols to represent division without remainders and explain
the relationship among the whole number quotient (i.e., 0 – 10), divisor (i.e., 0 – 10), and dividend.
○ Develop conceptual understanding which means using concrete/hands-on methods to explore
division
○ Develop vocabulary for the terms in a division fact.
● 3.ATO.3 Solve real-world problems involving equal groups, area/array, and number line models using basic
multiplication and related division facts. Represent the problem situation using an equation with a symbol for
the unknown.
○ Develop conceptual understanding of how models and equations represent the problem situations.
New Academic Vocabulary for This Unit
● division ● multiplication
● divisor ● factor
● dividend ● product
● quotient
Prior Knowledge Required for this Unit
In 2nd grade, students used repeated addition to find the total number of objects arranged in rectangular arrays and
wrote expressions to express the total as a sum of equal addends. (2.ATO.4) In this unit rectangular arrays are the
basis for introduction to multiplication and division.
Subsequent Knowledge Related to this Unit
Students will use conceptual understanding of multiplication and division from this unit to determine unknown
whole numbers in multiplication and division equations, to understand the relationship between multiplication and
division, and to solve problems related to multiplication and division. In Unit 4 students apply conceptual
understanding of multiplication and division by using properties of operations and other strategies to solve problems
and explain their reasoning. In Unit 8 students will use multiplication and division when solving problems with
measurement. In Unit 9, students extend their understanding when multiplying a single digit number by a multiple of
10. By the end of 3rd grade, students are expected to demonstrate fluency with basic multiplication and division
facts (3.ATO.7)
3nd Grade
Relationship Among Standards in this Unit
Students develop conceptual understanding of what multiplication and division are, and explore the relationships
between the two operations.
Resources
Teacher Note:
● Students can more readily develop an understanding of multiplication concepts if they see visual
representations of the computation process. For example, they can picture students in a marching band
arranged in equal rows or chairs set up in rows in an auditorium. Using models can help students develop
meaning for operations and lessen the abstraction of operations. Students can use various objects and
materials to make models that will help them make sense of operations, including the following: movable
objects such as counters, craft sticks, tiles, and containers to put them in; multi-cubes or other interlocking
cubes; visual materials such as pictures; arrays (an arrangement of rows and columns); base ten blocks;
money (pennies, nickels, dimes, quarters, dollars); grid paper; number lines; hundreds charts; and tape
diagrams. Models and representations can be used to help students understand what the symbols in
operations mean. Students need to work with representations that help them see the relationships between
multiplication and repeated addition, and between multiplication and division.
Introducing Arrays (3.ATO.1, 3.ATO.2, 3.ATO.3)

https://www.engageny.org/resource/grade-3-mathematics-module-1-topic-lesson-1
(Download the Module 1 lesson, topic A. )
● This lesson focuses on understanding equal groups as multiplication. The Look especially at the activity sheets. The
emphasis there is on arrays as repeated addition which extends the 2nd grade introduction to arrays.
www.youtube.com/watch?v=DDoFS9CNFs0
This video is designed for teachers not students. The video demonstrates an introduction to multiplication with
arrays, and provides suggestions as to how students might build models. Use the strategies introduced in the first 4
minutes 12 seconds of the video as background teacher information to introduce multiplication with arrays.
https://learnzillion.com/lesson_plans/141-farmer-john-s-seeds-relate-multiplication-and-division-to-the-array-
model-using-equal-groups
(must set up a free account)
● This student activity supports conceptual understanding of how to organize equal groups into an array and how
multiplication and division can be represented with arrays.
Operations with Rectangular Arrays (3.ATO.1, 3.ATO.2, 3.ATO.3)
http://www.softschools.com/counting/games/multiplication.jsp
● game with visual models
www.youtube.com/watch?v=M_DQHbBKq00
3nd Grade
● basic introduction to multiplication with rectangular arrays
www.youtube.com/watch?v=c7UwNboK0I8
● multiplication using an array
https://www.youtube.com/watch?v=yMrVFwupaGw
● multiplication with arrays to find products and factors
www.emis.de/proceedings/PME28/RR/RR018_Outhred.pdf
● research findings on student drawings of rectangular arrays
Literature Connections
Count on Pablo, by Barbara DeRubertis (1999)
● Pablo and his grandmother prepare and sell vegetables at an outdoor market. The story provides an exploration of ×5
facts as Pablo and his grandmother sell onions tied in pairs (×2 facts), tomatoes in boxes of 10 (×10 facts), and
peppers in bags of 5 (×5 facts). Pablo skip-counts to determine the number of vegetables being prepared for market,
but through classroom explorations, the story allows for an easy transition from skip-counting to multiplication.
Amanda Bean’s Amazing Dream by Cindy Neuschwander

● This book makes a convincing case to children about why they should learn to multiply. The story helps children see
what multiplication is, how it relates to the world around them, and how learning to multiply can help them. At the
end of the story, the section titled “For Parents, Teachers, and Other Adults” explains what’s important for children
to learn about multiplication and suggests three activities to extend children’s learning.
The Hershey’s Milk Chocolate Multiplication Book by Jerry Pallotta

● This book uses the arrays in a chocolate bar to teach multiplication.
Culminating Activity
https://learnzillion.com/lessons/2999-solve-word-problems-using-the-idea-of-equal-groups
● sample explanation of multiplication
●
http://www.commoncoresheets.com/Interactive.php?Worksheet=Math/Interactive/3oa1
● Go to Multiplication and Division links and select topics such as Creating Equations from Arrays, Rectangular
Arrays, Writing Multiplication Equations, Rewriting Addition to Multiplication, Multiplying with Arrays, Dividing
with Number Lines, and No Remainder. This site now has some interactive practice for use on the Promethean
board.
Tasks/Questions
3nd Grade
http://www.achieve.org/files/NYCDOEG3MathCookieDough_Final.SW_.pdf
● performance tasks
3nd Grade
Course/Grade: Task Title: Oh The Possibilities!
3rd grade Return to Table of Contents
Unit: 1 Return to Third Grade Overview
State Standards 3. ATO.1-Use concrete objects, drawings and symbols to represent multiplication facts of two
Addressed single-digit whole numbers and explain the relationship between the factors (i.e., 0 –10) and
the product.
3. ATO.3- Solve real-world problems involving equal groups, area/array, and number line
models using basic multiplication and related division facts. Represent the problem situation
using an equation with a symbol for the unknown
Mathematical 1a. Relate a problem to prior knowledge.
Process 1b. Recognize there may be multiple entry points to a problem and more than one path to a
Standards solution.
Addressed 1c. Analyze what is given, what is not given, what is being asked, and what strategies are
needed, and make an initial attempt to solve a problem.
1d. Evaluate the success of an approach to solve a problem and refine it if necessary.
2. Reason both contextually and abstractly.
a. Make sense of quantities and their relationships in mathematical and real-world situations.
b. Describe a given situation using multiple mathematical representations.
c. Translate among multiple mathematical representations and compare the meanings each
representation conveys about the situation.
d. Connect the meaning of mathematical operations to the context of a given situation.
3. Use critical thinking skills to justify mathematical reasoning and critique the reasoning
of others.
a. Construct and justify a solution to a problem.
b. Compare and discuss the validity of various reasoning strategies.
c. Make conjectures and explore their validity.
d. Reflect on and provided thoughtful responses to the reasoning of others.
4. Connect mathematical tools effectively and strategically.
a. Identify relevant quantities and develop a model to describe their relationships.
b. Interpret mathematical models in the context of the situation.
Materials and 10X10 Array Mats, Empty Hundreds Board
Resources Counters
Coins
Dice
White Board/Markers
Task Description To begin the lesson give students 20 counters and have them to use the 10X10 place mat or
Empty Hundreds Board to group the number 20 where 4x_=20. Tell students to make sure
they can explain their work to a partner.
Students must be able to:
 Divide counters in rows and columns in their own way.
 Use numbers to explain their process.
 Understand that two factors are needed in order to have a product.
 Recognize there are multiple ways to represent a given quantity.
In second grade students became familiar with using repeated addition as a form of
multiplying. Help students make the connection of how to represent this algorithm using
multiplication. Questioning to use during their exploration can be:
“What numbers can you use to connect your counters?”
3nd Grade
Course/Grade: Task Title: Oh The Possibilities!
“If multiplication is using a number multiple times, how are your numbers being used multiple
times?”
Students can be broken off into groups or individually. Display two different scenarios to the
class:
Scenarios adapted from Walle, J. V., Lovin, L. A., Karp, K. H., & Williams, J. M.
(2014). Teaching student-Centered Mathematics: Developmentally appropriate instruction for
Grades 3-5: Volume II. Upper Saddle River, NJ: Pearson Education Limited.
Have students to choose the scenario they would like to solve and allow them to work their
scenario by acting them out using counters, 10x10 mat, the coins, and dice.
Scenario 1
Mario received 6 pairs of uniform pants and 4 uniform shirts, and they can all be worn
together. How many different combinations of outfits containing a pair of pants and a shirt
does Mario have?
Scenario 2
If given a two-headed coin and a dice, how many different possibilities can you make by
tossing a coin and rolling the dice?
Equitable Access Providing intentional grouping of items for students who struggle with creating groups can be
a modification for students who struggle with creating those multiplication models. Also using
smaller quantity of items can be helpful.
To make this challenging you can use items that are identical and students can create grouping
based on their reasoning. Also you can give larger quantities.
Mathematical Equal Groups
Vocabulary Repeated
Equations
Multiply
Student Have students reflect in their journals or sheets of paper on these questions:
Reflection Based on your scenario, what are factors and product? How can you prove your numbers
using your model?
3nd Grade
Course/Grade: Task Title: Mini Muffins
State Standards 3.ATO.1 Use concrete objects, drawings, and symbols to represent multiplication facts of
Addressed two single-digit whole numbers and explain the relationship between the factors (i.e., 0-10)
and the product.
Develop conceptual understanding which means using concrete/hands-on methods to
explore multiplication
Develop vocabulary for the terms in a multiplication fact.
3.ATO.2 Use concrete objects, drawings and symbols to represent division without
remainders and explain the relationship among the whole number quotient (i.e., 0 – 10),
divisor (i.e., 0 – 10), and dividend.
3.ATO.3 Solve real-world problems involving equal groups, area/array, and number line
models using basic multiplication and related division facts. Represent the problem
situation using an equation with a symbol for the unknown.
Develop conceptual understanding of how models and equations represent the problem
situations.
3.ATO.4 Determine the unknown whole number in a multiplication or division equation
relating three whole numbers when the unknown is a missing factor, product, dividend,
divisor, or quotient.
3.ATO.6 Understand division as a missing factor problem.
3.ATO.7 Demonstrate fluency with basic multiplication and related division facts of
products and dividends through 100.
3.ATO.8 Solve two-step real-world problems using addition, subtraction, multiplication
and division of whole numbers and having whole number answers. Represent these
problems using equations with a letter for the unknown quantity.
Mathematical Make sense of problems and persevere in solving them.
Process Relate a problem to prior knowledge.
Standards Recognize there may be multiple entry points to a problem and more than one path to a
Addressed solution.
Analyze what is given, what is not given, what is being asked, and what strategies are
needed, and make an initial attempt to solve a problem. d. Evaluate the success of an
approach to solve a problem and refine it if necessary
Reason both contextually and abstractly.
Make sense of quantities and their relationships in mathematical and real-world situations.
Describe a given situation using multiple mathematical representations.
Translate among multiple mathematical representations and compare the meanings each
Connect the meaning of mathematical operations to the context of a given situation.
Use critical thinking skills to justify mathematical reasoning and critique the reasoning of
others.
Construct and justify a solution to a problem.
Compare and discuss the validity of various reasoning strategies.
Make conjectures and explore their validity.
Reflect on and provide thoughtful responses to the reasoning of others.
Connect mathematical ideas and real-world situations through modeling.
Identify relevant quantities and develop a model to describe their relationships.
Interpret mathematical models in the context of the situation.
Make assumptions and estimates to simplify complicated situations.
Evaluate the reasonableness of a model and refine if necessary.
3nd Grade
Course/Grade: Task Title: Mini Muffins
Communicate mathematically and approach mathematical situations with precision.
Express numerical answers with the degree of precision appropriate for the context of a
situation.
Represent numbers in an appropriate form according to the context of the situation.
Use appropriate and precise mathematical language.
Use appropriate units, scales, and labels.
Identify and utilize structure and patterns.
Recognize complex mathematical objects as being composed of more than one simple
object.
Recognize mathematical repetition in order to make generalizations.
Look for structures to interpret meaning and develop solution strategies.
Materials and Mini Muffins Handout
Resources Mini Muffins Scoring Guide
Task The goal of this activity is to have students draw the arrangements of muffins on cooking
Description pans and then divide them into bags evenly in order to help students conceptually
understand multiplication and division using models.
Students will engage in contextual tasks involving multiplication and division. Tasks
include a variety of problem situations (e.g., unknown product, unknown group size, or
unknown number of groups) of increasing complexity. Students will represent their
thinking in multiple ways (e.g., pictorially, symbolically, or textually) to demonstrate
conceptual understanding.
Students will make drawings of muffins on cooking sheets in rows and columns and are
asked to draw three different ways 24 muffins could be arranged on a cooking sheet if each
pan holds 24 mini muffins.
Students will then be asked to make a drawing of the muffins if they were going to be
shared with friends. (If she baked 4 dozen mini muffins and has 6 bags, how many mini
muffins will go into each bag? Explain how you found your answer using pictures, number
sentences and/or words.)
Students will write a letter and describe how to bag the muffins so the most money can be
made from the bake sale.
For future instructions or examples on this task see website listed below.
Equitable This task can be differentiated by providing students with manipulatives to act out the
Access situation.
Students can also use different strategies to help them visualize each situation (equal
groups, arrays, repeated addition, number lines, etc.)
Mathematical Array
Vocabulary Dozen
Student Students will write a letter that explains the best way of selling the mini muffins to earn the
Reflection most money and have an opportunity to show their understanding and how they have made
meaning of multiplication and division.
Task Performance Task
Components Scoring Guide
Adapted from from: http://ccssmathactivities.com/performance-tasks-grade-3/
3nd Grade
Mini
Muffins Performance Task Rubric (SCDE)
3nd Grade
Place Value

Open bullets indicate clarifying notes
● 3.NSBT.1 Use place value understanding to round whole numbers to the nearest 10 or 100.
○ Teacher Note: This is the first time students have been introduced to rounding.
● 3.NSBT.4 Read and write numbers through 999,999 in standard form and equations in expanded form.
● 3.NSBT.5 Compare and order numbers through 999,999 and represent the comparison using the symbols >,
=, or <.
● rounding
● benchmark numbers
● order numbers (greatest to least and least to greatest)
● equation
In 2nd grade, students learned to read, write and represent numbers through 999 using concrete models, standard
form, and equations in expanded form (2.NSBT.3), compared three digit numbers (2.NSBT.4), learned place value
through 999 (2.NSBT.1), and added 10 or 100 more or less to a given number up to 1000 (2.NSBT.8). This is the
students’ first introduction to rounding.
In fourth grade, students will use rounding as one form of estimation and round whole numbers to any given place
value.
Understanding place value and having the ability to demonstrate that understanding are vital in the development of
mathematical thinking. In this unit students will use place value concepts to round, read, write, order and compare
numbers through 999,999.
Resources
Rounding: 3.NSBT.1
Teacher Note:
In Teaching Student-Centered Mathematics Grades 3-5 (2006), John Van de Walle explains that in our number
system, some numbers are “nice” or easy to think about and work with. “What makes a number nice is sort of
fuzzy. However, numbers such as 100, 500, and 750 are easier to use than 96, 517, and 762. Multiples of 100 are
very nice, and multiples of 10 are not bad either... Flexible thought with numbers and many estimation skills are
related to the ability to substitute a nice number for one that is not so nice. The substitution may be to make a mental
computation easier, to compare it to a familiar reference, or simply to store the number in memory more easily.
3nd Grade
You might say, ‘Last night it took me 57 minutes to do my homework’ or ‘Last night it took me about an hour to do
my homework.’ The first expression is more precise; the second substitutes a rounded number for better
communication.”
In the past, students were taught rules for rounding numbers. Unfortunately, the emphasis was placed on applying
the rule correctly (If the next digit is 5 or greater, round up; otherwise, leave the number alone.) Knowing when
rounding is appropriate/useful and understanding how the thinking process works are important in making rounding
a skill students can and will use.
A common roadblock in rounding numbers is that students cannot identify the number that is halfway between two
consecutive tens or hundreds (e.g., 35 is halfway between 30 and 40; 750 is halfway between 700 and 800.) A useful
tool to address this concept is the number line.
A number line with nice numbers highlighted is the focus of the rounding strategies and activities in this unit.
Just Hanging A-Round

http://www.cpalms.org/Public/PreviewResourceLesson/Preview/46508
In this lesson, students will demonstrate knowledge of rounding in problem solving with or without the aid of a
number line.
Reading and Writing Numbers: 3.NSBT.4

Teacher Note:
A common misconception in reading and writing larger numbers is that the student recognizes simple multi-digit
numbers, such as 30 or 400, but does not understand that the position of a digit determines its value. The student
mistakes the numeral 306 for thirty-six or writes 4008 when asked to record four hundred eight. Such errors are
often due to a misunderstanding of zero’s use as a place holder. Close monitoring of student responses is necessary
to identify and correct place value misconceptions. Another common error is the use of “and” when reading whole
numbers. A student might read 306 (three hundred six) as three hundred and six, or 2,478 (two thousand, four
hundred seventy-eight) as two thousand, four hundred and seventy-eight. The word “and” is used when reading
decimal or mixed numbers only.
Place Value to 999,999

http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=48&ved=0CEkQFjAHOChqFQoTCLfGpK7
llMYCFQPQgAodqDwAyw&url=http%3A%2F%2Fwww.esc11.net%2Fcms%2Flib3%2FTX21000259%2FCentric
ity%2FDomain%2F91%2F10_M030101.pdf&ei=_mOAVbfPGoOggwSo-
YDYDA&usg=AFQjCNEADGwh74Ql81Mu-Nd8B5OlOtQTLA&sig2=1_0SqWywlw_9DiYs5zuY5Q
● In this five-day unit, students use base-ten blocks and place value charts to describe place value in numbers
up to 999,999. Standard form, expanded notation, word form, and the value of each digit are investigated.
Blackline masters of all support materials are included.
Expanded Form
3nd Grade
http://studyjams.scholastic.com/studyjams/jams/math/numbers/expanded-notation.htm
● changing numbers to and from expanded form.
Place Value and Expanded Form

http://mathlessons.about.com/od/fourthgradelessons/a/Lesson-Plan-Expanded-Notation.htm
● variety of practice
Number Boards
http://www.ictgames.com/arrowcards.html
● Both of these websites provide visuals to show place value and expanded form for given numbers
Order and Compare Numbers: 3.NSBT.5

http://www.eduplace.com/math/mw/background/3/01/te_3_01_place_ideas.html
● unit on ordering greater numbers, including place value concepts
http://www.teach-nology.com/teachers/lesson_plans/math/35orderingnum.html
● group activity to order large numbers
http://www.crickweb.co.uk/ks2numeracy-calculation.html
● ordering numbers to 10,000s
https://www.pinterest.com/pin/268034615296174514/
● visual of whole class activity
EngageNY Grade 3 Module 2: Place Value and Problem Solving with Units of Measure
Lesson plans, activities, assessment, and resources for place value (you will need to select the ones that address the
standards).
https://www.engageny.org/resource/grade-3-mathematics-module-2
Learn Zillion - Round Whole Numbers to the Nearest 10 or 100

https://learnzillion.com/lessonsets/370-round-whole-numbers-to-the-nearest-10-or-100
● 3 LearnZillion lessons (similar to powerpoint) to help students round numbers
https://wordpress.com/2013/11/17/tricks-are-not-for-kids/
● Strategy for rounding using a number line vs teaching tricks
Rounding Games
http://www.mathnook.com/math/skill/roundinggames.php
3nd Grade
Teachers Pay Teachers Freebies - Center Games

https://www.teacherspayteachers.com/Product/Rounding-With-a-Number-Line-155326
https://www.teacherspayteachers.com/Product/Place-Value-737311
Guess My Number
This activity allows practice with place value skills in a game-like challenge. Can be adapted to any level of learning
or ability.
http://www.mathsolutions.com/documents/0-941355-75-6_L3.pdf
Coyotes All Around by Stuart J. Murphy

● Clever Coyote thinks it's time for lunch –– and also time to show her friends how, with some simple
rounding, she can add up numbers in her head. The story is also filled with lots of coyote factoids.
Suggested classroom activities are listed at the end of the book.
● http://reckoningnreading.weebly.com/lesson-plans-pre-made.html
This lesson plan to from Tarleton State University supports Coyotes All Around and is written for
3rd Grade. An added plus, the handouts are included at the end of the document.
Sir Cumference and All the King's Tens by Cindy Neuschwander

● Understanding how numbers move in value from one place to the other is foundational for all other
mathematical operations. Sir Cumference and All the King's Tens helps students to visualize the value of
each digit in the place value chart. Visitors to the Royal Palace are grouped by tens and then by hundreds
and ultimately by thousands. The illustrations and storyline help students to create a picture of how grouping
numbers by ten easily lends itself to counting large numbers and combining them in other mathematical
operations.
A Place for Zero: A Math Adventure by Angeline Sparagna Lopresti

● Zero is all alone in the land of Digitaria. He can't play addemup with the other numbers, because he has
nothing to add. Join Zero as he goes on a journey to discover his place. His quest takes him from the
mysterious workshop of Count infinity to the palace of King Multiplus, where Zero meets a stranger who
looks surprisingly familiar.
How Much is a Million? by David Schwartz

● A popular book for teaching very large numbers, filled with examples that kids will relate to. Schwartz uses
a series of examples to demonstrate how big a million is, then a billion, then a trillion.
3nd Grade
Tasks/Questions
Rounding to the Nearest Ten and Hundred
https://www.illustrativemathematics.org/content-standards/3/NBT/A/1/tasks/1805
3nd Grade
Course/Grade: Task Title: Movement in Rounding
State Standards 3. NSBT.1- Use place value understanding to round whole numbers to the nearest 10 or 100.
Addressed
Standards solution.
Addressed 1c. Analyze what is given, what is not given, what is being asked, and what strategies are
Materials and Rounding 120’s Chart
Resources I Notice, I Wonder T-Chart
Big Number Cards
Students
Task The goal of this activity is for students to be able to round numbers to the nearest ten using
Description spatial reasoning.
1. Teacher will give each student a rounding 100’s chart with an “I Notice, I wonder” t-
chart. Allow students a designated amount of time to fill in things they notice and
wonder about the rounding hundreds chart.
2. Students will have open discourse with teacher and as students and compile a list of
things they noticed and wondered about the chart to refer to throughout the lesson.
3. Teacher will set up two students at opposite sides of the room. One student will hold the
number 0 and the other student will hold the number 10.
4. Teacher will give one extra student the number 3 and ask the student to stand towards the
stand of the room they believe they are closer to.
5. Students can write their answers with simple explanations down on sticky notes.
6. Teacher will then open the floor for discussion of answers. Guiding Questions could be:
a. Why do you believe that the 3 should walk towards the 0 or 10?
7. Teacher will then pick another student to represent the number 6.
8. Students will complete the same steps with rounding to 0 or 10 and providing an
explanation of their answer.
9. Teacher will open the floor for discussion and ask guiding questions such as:
a. What made you say 6 is closer to 0 or 10?
Give each group of students a 120’s chart to aide them in solving the attached rounding
mysteries adapted from: https://www.math-salamanders.com/rounding-numbers-worksheet.html
Equitable Teacher can provide the numbers between 0-10 and beyond, when needed, virtually on the board
Access if students struggle with deciding rather to round up or down.
Mathematical Rounding
Vocabulary Closer
Up/Down
Student Students will have sections of reflection during the lesson as they notice spatial differences
Reflection between certain numbers depending on their value.
At the end of the lesson, have students to reflect on these questions:
What new strategy did you learn today? Make sure you explain this strategy by providing an
example.
3nd Grade
Rounding Mysteries (SCDE)
3nd Grade
Course/Grade: Task Title: Exploring Place Value
State Standards 3. NSBT.4- Read and write numbers through 999,999 in standard form and equations in
Addressed expanded form.
Mathematical 1b. Recognize there may be multiple entry points to a problem and more than one path to a
Process solution.
Standards 2b. Describe a given situation using multiple mathematical representations.
Addressed 2c. Translate among multiple mathematical representations and compare the meanings each
3. Use critical thinking skills to justify mathematical reasoning and critique the reasoning of
others.
d. Reflect on and provide thoughtful responses to the reasoning of others.
4. Connect mathematical ideas and real-world situations through modeling.
a. Identify relevant quantities and develop a model to describe their relationship.
b. Interpret mathematical models in the context of the situations.
c. Make assumptions and estimates to simplify complicated situations.
d. Evaluate the reasonableness of a model and refine if necessary.
6. Communicate mathematically and approach mathematical situations with precision.
a. Express numerical answers with the degree of precision appropriate for the context of a
situation.
c. Use appropriate and precise mathematical language.
7. Identify and utilize structure and patterns.
a. Look for structures to interpret meaning and develop solution strategies.
Materials and Place Value Blocks – Hundreds, Tens, Ones

Resources White Boards with Markers/Erasers
Group Bins or Separators
Task The objective or goal of this task is for students to show multiple forms of numbers given
Description through exploration of place value blocks.
1. Teacher should prep student’s area with bags or bins of hundreds, tens, ones (you can
add blocks as the task progresses)
2. State the goal or objective of the task and tell students they will explore multiple ways of
showing numbers.
3. Teacher will tell students to model the number 10 using the place value blocks given,
students will raise both hands on their 10 is shown.
4. Choose one student to justify that they have ten. Ask the class: “Does anyone have
something different?” (You can either make mental note of students so if students are
hesitant to explain their work)
5. Teacher will then ask students, “What is the difference between this ten (one rod) and
this ten (ten ones)?
6. Allow students to have open discourse, feeding into the silence.
7. Teacher will then guide students to find a shoulder mate, for thirty seconds they will
independently model the number 23, then use for two minutes students to convince each
other that they have 23.
8. Bring class back together and allow partners to discuss ways that their partners created
the number 23.
3nd Grade
Course/Grade: Task Title: Exploring Place Value
9. Teacher may model a way to show thinking by providing a visual representation using
the example of breaking down any number given.
10. Teacher will then allow students to group off (determined by teacher) and create ways to
model the number 100. Students will have the option of using the reflection sheet
template to guide their process or they can use white boards to show the different ways
they were able to model 100.
Equitable One way to create multiple points of entry is allowing students to freely choose their process of
Access modeling the numbers given.
Depending on how quickly they catch on to expanding numbers and providing several
algorithms, you can modify the numbers to simply or enrich what is being explored.
Mathematical Place Value : Hundreds, Tens, Ones
Vocabulary Expanded Form
Model
Student Students will write a reflection on the definition of expanded form. Guiding questions can be:
Reflection 1. What was your biggest success for today?
2. What was your biggest challenge for today?
3. How can using the exploration of place value blocks help you with expanded form?
3nd Grade
Course/Grade: Task Title: What’s My Number?
State Standards 3.NSBT.4 – Read and Write numbers through 999,999 in standard form and equations in
Addressed expanded form.
Process 1c. Analyze what is given, what is not given, what is being asked, and what strategies are
Standards needed, and make an initial attempt to solve a problem.
Addressed 3a. Construct and justify a solution to a problem.
3b. Compare and discuss the validity of various reasoning strategies.
3c. Make conjectures and explore their validity.
3d. Reflect on and provide thoughtful responses to the reasoning of others.
situation.0
b. Represent numbers in an appropriate form according to the context of the situation.
Materials and Mystery Number Cards
Resources Math Notebooks
Notecards or sentence strips
White Boards with Markers
Place Value Blocks
Task Description Prior to the activity, make a collection of Mystery Number cards (some are also included). For
example:
I am a three-digit even number. My largest digit is in the one’s place. The smallest digit is the
difference found when you take 7 from 8 and is in the ten’s place. What number could I be?
Note that there should be more than one answer to the mystery number question.
Present the following problem to the class and allow students to work through a possible
solutions. After a certain amount of time, allow students to show their numbers. Have an open
discourse about their reasoning for writing the numbers they did. Some questioning to use can
be:
 How do you know your number is even?
 How did you decide that your number was correct?
 If I moved one of your digit to another place value, will that make a difference? How
so?
 What does place value tell you?
 Write your number in a different way.
1. Break students off into groups but allow students to individually choose their own
mystery number cards. You can have a variety of five mystery number scenarios but
multiple solutions.
2. Students should read the mystery number clues and come up with a number that fits the
rules given.
3. Students can write their number on a card and post it; their number should be different
from those already posted.
4. Students should then write their number in their math notebook and write an
explanation for how their number fits the rules given.
3nd Grade
Course/Grade: Task Title: What’s My Number?
Equitable Access Lower the floor: Assign a student to be the “reader” to help any student who is not able to read
the question. Students can use place value blocks to see their numbers in order to understand
their numbers. Be intentional with your questioning so that students focus on the positioning of
digits in place value can affect their values.
Raise the ceiling: Challenge students to design their own Mystery Number Questions for a
variety of numbers that you give them.
Mathematical Ones, tens, hundreds, thousands, ten-thousands, hundred-thousands, digit, place value
Vocabulary
Student After all the students have created and posted their answers to the mystery number question,
Reflection the teacher should lead a discussion about which numbers fit (and do not fit) the criteria given.
Students should be prepared to explain their reasoning for why they believe their number is
correct or why another students’ answer is incorrect.
3nd Grade
Mystery Number
 I am a five-digit even number.
 My largest digit is in the ten thousand’s place and is
the sum of 4 plus 5.
 The smallest digit is the difference found when you
take 3 from 7 and is in the one’s place.
 What number could I be?
 There are lots of possible answers. You need to add an answer to

the list that has not already been created by your classmate.
 Write your number in your journal, then explain how your answer
fits with the directions given.
 If time allows, write your own mystery number that we can use
for another day.
3nd Grade
Mystery Number
 I am a four-digit odd number.
 My largest digit is in the thousand’s place and is the
sum of 4 plus 4.

for another day.
3nd Grade
Mystery Number
 I am a five-digit odd number.
sum of 4 plus 3.

for another day.
3nd Grade
Mystery Number
 I am a four-digit even number.
sum of 2 plus 5.

for another day.
3nd Grade
Mystery Number
 I am a four-digit odd number.
 My largest digit is in the ten’s place and is the sum of 3
plus 5.

for another day.
3nd Grade
Mystery Number
 I am a four-digit even number.
 My largest digit is in the hundred’s place and is the
sum of 3 plus 4.
 The value of my thousands is more than my ones.

for another day.
3nd Grade
Course/Grade: Task Title: Number Line UP!
State 3.NSBT.5 – Compare and Order numbers through 999,999 using the symbols >, <, or =
Standards
Addressed
Process 2a. Make sense of quantities and their relationships in mathematical and real-world situations.
Standards 3a. Construct an justify a solution to a problem.
Addressed 6c. Use appropriate and precise mathematical language.
Materials and Cards with various numbers from 0 to 999,999 – you need at least two per student.
Resources Empty number line 0 to 100
Task Goal: The goal of this activity is for students to be able to justify their thinking using concepts
Description of place value when putting numbers in order and/or comparing numbers.
Opening Activity from:
Van deWalle, John A, et al. (2014) Teaching Student-Centered Mathematics:
Developmentally Appropriate Instruction for Grades 3 – 5, Upper Saddle River, NJ: Pearson
Education, Inc.
Display 3 numbers 27, 83, and 62.

Draw an empty number line and label the points 0 and 100
Ask three different students to place the number given on the number line drawn.
Discuss with the class:
_____, how can you justify that your number is in the right place without the other numbers
in between present?
Does anyone else, believe the number _____ was given belongs in a different spot on the
number line?
If you think ____ put their number in the wrong place, what is your proof?
What helps you determine where a number belongs on this number line?
Does the position of a number determine how much it is worth?
Which numbers would be worth more? Worth less? How did you know this?
Once students have a general idea about comparing numbers move into this more
individual approach to assess students.
1. Divide your students into groups of 4 or 5 students.
2. Give each student a card with a different number, you may want to begin with 3- or 4-digit
numbers and progress to 6-digit numbers.
3. Ask each team to put their cards in order from least to greatest.
4. Next, students need to be able to explain why they chose to put the numbers in the order
they did.
5. Have each group line up in order from greatest to least and then explain to the class their
reasoning for the order of their numbers.
REPEAT this activity putting numbers in order from greatest to least.
3nd Grade
Course/Grade: Task Title: Number Line UP!
Equitable To lower the floor for this activity: begin this activity with numbers from 0 to 99 or even 0 to
Access 9.
To raise the ceiling of this activity: order numbers that differ by just one or two digits OR
numbers that have the same digits in different places.
Mathematical Digit, place, hundred thousand, ten thousand, thousand, hundreds, tens, ones, greater than,
Vocabulary less than
Student Students should compose an exit ticket that explains how his/her group ordered their
Reflection numbers.
3nd Grade
Course/Grade: Task Title: Build A Number
State 3.NSBT.5 Compare and order numbers through 999,999 and represent the comparison using
Standards the symbols >, =, <.
Addressed
Mathematical 2a. Make sense of quantities and their relationships in mathematical and real-world
Process situations.
Standards 3b. Compare and discuss the validity of various reasoning strategies.
Addressed 3c. Make conjectures and explore their validity.
3d.Reflect on and provide thoughtful responses to the reasoning of others.
b. Evaluate the reasonableness of a model and refine it if necessary.
b. Represent numbers in an appropriate form according to the context of a situation.
Materials and Build a number form
Resources Number cards 0-9 (four of each number to create a deck)
Place Value Blocks (For Support)
White Boards/Markers
Task  Students work in pairs to build numbers.
Description  Give student pairs one copy of the build a number form and one set of number cards 0-9.
 Students mix up number cards and place them face down.
 Each student takes a turn drawing one card and placing it on the build a number form.
One student will build a number on the top while the second student will build a number
on the bottom. Students will choose which place to put the number they draw. Once the
number is placed on the build a number form it cannot be moved.
 Students continue to draw numbers and place them on the build a number form until they
have both made a number.
 Each student will read their number.
 Students will compare their numbers and identify which number is larger.
 The student with the larger number gets 1 point.
 Mix up the numbers and play another round.
 Students should continue for 5 rounds.
 After students have played 5 rounds bring them back together to discuss what they
noticed while participating in this activity. How did you decide where to put the digit you
drew? How did the place you put your digit determine the value of the digit? How does
place value change the value of a digit?
Equitable Begin the activity using only 3-digit numbers.
Access
Use two build a number forms and have 4 students work together to build a number. Then
students put the four numbers in order from least to greatest
Use two build a number forms and have two students build four numbers then put the
numbers in order from least to greatest (or greatest to least).
Mathematical Place value, ones, tens, hundreds, thousands, ten thousands, hundred thousands
Vocabulary
3nd Grade
Course/Grade: Task Title: Build A Number
Student When comparing two numbers students reflect on how they determined which number was
Reflection greater, less than, or equal to.
When comparing four numbers students reflect on how they put the numbers in order from
least to greatest.
3nd Grade
3nd Grade
3nd Grade
3nd Grade
3nd Grade
3nd Grade
3nd Grade
3nd Grade
Addition and Subtraction

Open bullets indicate clarifying notes.
 3.NSBT.2 Add and subtract whole numbers fluently to 1,000 using knowledge of place value and properties
of operations.
○ Emphasize using place value in communicating strategies (e.g., In 63 - 21, use “60 minus 20” or “6
tens minus 2 tens”, not “6 minus 2.”).
○ Continue using multiple strategies including the concepts of properties of operations.
For example, use the Commutative Property as a strategy to add 42 + 56 by changing the order of the
addends to 56 + 42, or use the Associative Property to add 15 + 32 + 68 by grouping two of the
addends as in 15 + (32 + 68). The Commutative Property and the Associative property are not
functions of subtraction. The emphasis is on using the properties as a number sense strategy rather
than learning the formal names of the properties.
 3. ATO.8 Solve two-step real-world problems using addition, subtraction, multiplication and division of
whole numbers and having whole number answers.
o Represent these problems using equations with a letter for the unknown quantity.
○ Multiplication and division are addressed in future units (units 4, 8, and 9).
 3. ATO.9 Identify a rule for an arithmetic pattern (e.g., patterns in the addition table or multiplication table).
o The word “term” refers to the independent elements in an expression, equation, or pattern. (Example:
6 + x has 2 terms; 6 + x = 14
has 3 terms)
● addend ● sum ● difference

● equation ● unknown ● hundreds place
● thousands places ● term*
In second grade, students added and subtracted fluently through 99 using knowledge of place value and properties of
operations (2.NSBT.5) and solved one- and two-step real-world/story problems through 99 with unknowns in all
positions (2.ATO.1). They added and subtracted through 999 using concrete models, drawings, and symbols which
convey strategies connected to place value understanding (2.NSBT.7).
In first grade, students used pictures and words to create, extend, and explain repeating and growing patterns
(1.ATO.9).
3nd Grade
Third grade students will apply these skills later in the year in Unit 6 (Data Analysis) and Unit 8 (Problem Solving
with Measurement). In fourth grade, students will recognize math periods and number patterns within each period to
read and write in standard form large numbers through 999,999,999 (4.NSBT.2). Students will also use a standard
algorithm as a strategy to fluently add and subtract multi-digit numbers (4.NSBT.4)
Students apply conceptual understanding in a variety of ways to add and subtract numbers to 1,000.
Resources
Chart from: https://hcpss.instructure.com/courses/97/pages/3-dot-nbt-dot-2-about-the-math-learning-targets-and-

rigor
https://www.khanacademy.org/math/arithmetic/addition-subtraction/sub_borrowing/v/basic-regrouping-or-
borrowing-when-subtracting-three-digit-numbers
This Khan Academy demonstration models in expanded form to use place value understanding to subtract with
regrouping.
https://learnzillion.com/resources/72274-use-models-and-drawing-strategies-to-add-and-subtract-within-
1000-2-nbt-b-7
These lessons demonstrate adding and subtracting 3-digit numbers using base ten blocks, number lines, expanded
form, decomposing, and composing.
https://www.illustrativemathematics.org/content-standards/tasks/953
The purpose of this task is to study some patterns in a small addition table. Each pattern identified persists for a
larger table and if more time is available for this activity students should be encouraged to explore these patterns in
larger tables. This task is intended for instructional purposes. The goal is to study the structure of the table and relate
this to properties of addition.
3nd Grade
https://learnzillion.com/lesson_plans/5460-identify-patterns-on-an-addition-chart#fndtn-lesson
This lesson provides students with an opportunity to learn and use addition patterns to find sums
https://www.teachervision.com/addition/lesson-plan/2977.html
This lesson provides students with an opportunity to learn and use addition patterns to find sums.
● Students use basic addition facts and place-value patterns to add greater numbers.
● Students understand and use the Order Property of Addition and the Zero Property of Addition.
http://www.onlinemathlearning.com/addition-patterns.html
Videos, stories and songs to help Grade 3 students learn about addition patterns over increasing place values .
https://www.youtube.com/watch?v=-Di9X6TEblk
Students identify number patterns.
https://www.ixl.com/math/grade-3/add-two-numbers-up-to-three-digits
Students practice addition of two 3-digit numbers.
http://www.mathplayground.com/tb_addition/thinking_blocks_addition_subtraction.html
On this MathPlayground.com activity, students use Thinking Blocks (tape diagrams) to model and then solve one
and two-step word problems.
http://www.mathplayground.com/GrandSlamMath1.html
Grand Slam Math - 15 addition and subtraction word problems in a baseball game format
https://www.matific.com/us/en-us/grades/3G
(Free teacher account required)
Online lessons, games, and worksheets. Can set up a class and have students log in to practice/play.
Mall Mania, by Stuart Murphy and Rene Andrian (2006)

The Parkside Mall is holding a “Mall Mania” day, and to celebrate, the 100th person to enter the mall will win a
large pizza. It’s the job of a group of friends to add up shoppers as they enter one of the four doors of the mall.
Throughout the day, they share their numbers, with each update using a range of addition strategies.
329th Friend, by Marjorie Weinman Sharmat (1979)

Bored with his own company, Emery Raccoon invites 328 guests to lunch but finds that none of them has time to
listen to him.
The King’s Chessboard. by D. Birch (1993)
This book demonstrates the number pattern of exponential growth. A wise old man requests grains of rice according
to the number of squares on a chessboard.
3nd Grade
The Toothpaste Millionaire, by John Merrill (2006)
Sixth-grader Rufus Mayflower doesn’t set out to become a millionaire. He just wants to save on toothpaste. Betting
he can make a gallon of his own for the same price as one tube from the store, Rufus develops a step-by-step
production plan with help from his good friend Kate McKinstrey. This story contains many real-world mathematical
problems the characters must solve to succeed in their business.
Tasks/Questions
Assessments from hcpss for 3.NSBT.2:

https://hcpss.instructure.com/courses/97/pages/3-dot-nbt-dot-2-assessment-tasks
http://www.bing.com/search?q=using+properties+to+add+and+subtract&qs=AS&pq=using+properties+to+add&sk
=AS1&sc=3-23&sp=2&cvid=DAB39A6B47FD48AEBF62B60AD7BD2D08&first=57&FORM=PORE
3nd Grade
Course/Grade: Task Title: The Great Debate
State 3. NSBT.2- Add and subtract whole numbers fluently to 1,000 using place value and properties of
Standards operations.
Addressed
3. ATO.8- Solve two-step word problems using addition, subtraction, multiplication and division
of whole numbers and having whole numbers. Represent these problems using equations with a
letter for the unknown quantity.
Standards solution.
Addressed 1c. Analyze what is given, what is not given, what is being asked, and what strategies are needed,
and make an initial attempt to solve a problem.
others.
d. Evaluate the reasonableness of a model and refine if necessary.
situation.
b. Represent numbers in an appropriate for the context of the situation.
Materials and Counters
Resources “The Great Debate” Word Problem Form
Variety of Word Problems (Some are included labeled “Great Debate” word Problems”)
Counters/Manipulatives
White Boards/Markers
Task The goal of this task is for students to understand the operation being used based on the context
Description given.
1. Pose the following numberless problem to the class with the blanks included and have
them to explore the process of solving the problem:
(Be sure to have manipulatives, whiteboards, markers, and other resources for students to use in
their process)
“Ms. Easterling picked up her favorite book to read to the class for the week. She read _____
pages to the class on Monday. She read _____ more pages on Tuesday. How many pages has she
read to the class?”
3nd Grade
Course/Grade: Task Title: The Great Debate
2. Select a few students to explain their process. Some guiding questions to ask during their
explanation process are: “What are you solving for?”, “How are you solving?” Question
students in a way that leads them into a specific operation and equation.
3. Now pose the same problem differently so that students are solving for something else:
“Ms. Easterling read _____ pages of her book on Monday, Tuesday, and Wednesday. If she read
_____ pages on Monday and Tuesday, how many pages did she read on Wednesday?
4. Ask students: “What are you solving for?”, “How was this process different from the
previous process?”
5. Pose another numberless problem to the class with the blanks included and have them to
explore the process of solving the problem:
“The book Ms. Easterling is reading has ____ pages. If she has read ______ pages on Monday
and read _____ more pages on Tuesday, how many pages does she need to read in order to finish
the book?”
6. Break students off into groups and allow them to work through the questions: “What are
you looking for?”, “What is already given?”, “How will you be solving?”
7. Discuss possible solutions to the problem presented by the groups and have them to give
justification with conjectures from other students.
Group students to where each group has no more than 3-4 members. Give each group a word
problem. For each group give them chart paper, writing utensils, and manipulatives (depends on
the nature of the numbers you choose).
Set up the classroom in a debate format where each team will have a set amount of time proving
that their word problems have been solved correctly. Hand each team “The Great Debate” paper
and read over the directions for the teams.
Equitable For students that struggle you can have students focus on finding the start, change, and results of
Access the problem by actually setting up an equation using variables and working
Mathematical Start, Change, Results

Vocabulary Add, Subtract, Multiply, Divide
Model
Justify
Student Have students reflect on the following question:
Reflection 1) Do words in a problem affect the way we use the numbers? How?
3nd Grade
You have been assigned by the president to represent the United States in the “Young Math Leaders Great Debate”
held in Atlanta this coming year. Before he can officially assign you to the team, you have to come up with a solid
argument for the word problem assigned to your team. Some questions you will need to be able to answer are:
1. What is your word problem solving for?
2. What information was given in your word problem that helped you figure out your answer?
3. Was there any unnecessary information given in your word problem? How did you know it was
unnecessary?
4. How did you decide on what operation to use?
5. Solve your problem again but using a different strategy.
3nd Grade
Application of Multiplication and Division
● 3.ATO.3 Solve real-world problems involving equal groups, area/array, and number line models using basic
multiplication and related division facts. Represent the problem situation using an equation with a symbol
for the unknown.
● 3.ATO.4 Determine the unknown whole number in a multiplication or division equation relating three
whole numbers when the unknown is a missing factor, product, dividend, divisor, or quotient.
● 3.ATO.5 Apply properties of operations (i.e., Commutative Property of Multiplication, Associative Property
of Multiplication, Distributive Property) as strategies to multiply and divide and explain the reasoning.
● 3.ATO.9 Identify a rule for an arithmetic pattern (e.g., patterns in the addition table or multiplication table).
● symbol ● product ● divisor

● factor ● dividend ● quotient
In second grade, students used arrays to show repeated addition. That lays a foundation for the arrays and area
models students will use in 3rd grade as they begin to develop an understanding of multiplication (2.ATO.4).
Multiplication and division were introduced in previous third grade units (Unit 1 – Conceptual Understanding of
Multiplication and Division) and the students solved real-world problems using basic multiplication and division
facts.
In later third grade units, students will apply a variety of strategies to demonstrate fluency with multiplication facts.
In fourth and fifth grades, they will use a variety of strategies to efficiently solve multi-digit multiplication and
division problems.
This unit is about helping students develop operation sense with respect to multiplication and division; that is,
helping students connect different meanings of multiplication and division to each other as well as to addition and
subtraction so that they can effectively use these operations in real-world settings.
Resources
3nd Grade
Teacher Note:
In order to develop meanings for operations, students must solve contextual problems (story problems). However,
there is more for teachers to think about than simply giving students word problems to solve. Problems should be
based on students’ real life experiences and be complex enough to build on the work from previous units (especially
Unit 1: Conceptual Understanding of Multiplication and Division). Students are more likely to exhibit more
meaningful approaches when solving contextual problems if they have connections to them. Students should use
words, pictures, models, and numbers to explain how they solve problems and why they think their answers are
correct. A complete lesson might address only one or two well-chosen problems because the emphasis should be on
the relationship between different problem structures and solution approaches, not just on the solution. To
emphasize the relationship between different problem structures and approaches, students should be given time to
approach solutions in a manner meaningful to them and then share/compare solution strategies. As students are
working on solution strategies the teacher should move about the room, probing student thinking and initially
calling on students who have correct and varied approaches. That technique ensures students will hear correct
thinking during sharing and can serve as the basis upon which teachers can later engage in conversation with
struggling students.
https://www.youtube.com/watch?v=JDz0xO-ADHU
Using models to solve multi-step real life problems. (3.ATO.3)
https://www.ixl.com/math/grade-3/multi-step-word-problems
Practice solving multi-step word problems (3.ATO.3)
http://www.lakeshorelearning.com/general_content/free_resources/teachers_corner/lessonplan.jsp?lessonpla
n= multistepWordProblems
Lesson on teaching multi-step problems (3.ATO.3)
https://learnzillion.com/resources/73038-identify-and-explain-arithmetic-patterns-using-properties-of-
operations-3-oa-d-9
Identifying and explaining arithmetic patterns using properties of operations (3.ATO.5 and 3.ATO.9)
Six Dinner Sid (2004)

by Inga Moore
Sid is a cat who is addicted to having six meals a day and glories in this lifestyle. Manipulative, persuasive and a
charmer, Sid has wrapped everybody around his little paw - each owner believes that Sid belongs to him only . . .
until the day he is found out!
A collection of books to promote using multiple strategies to solve problems.

The Best of Times: Math Strategies That Multiply (2002)
3nd Grade
The Grapes of Math (2004)

MATH-terpieces: The Art of Problem-Solving (2003)
by Greg Tang
The Best of Times takes on the times tables, teaching innovative ways to multiply numbers using patterns and
derive answers WITHOUT memorization.
The Grapes of Math uses rhymes and riddles to solve problems.
In MATH-terpieces, Tang continues to challenge kids with his innovative approach to math, and uses art history to
expand his vision for creative problem solving.
Culminating Activities:
The lessons in this Module 1 demonstrate the commutativity of multiplication, and practice related facts by skip-
counting objects in array models; find related multiplication facts by adding and subtracting equal groups in array
models; model the distributive property with arrays to decompose units as a strategy to multiply; and model division
as the unknown factor in multiplication using arrays and tape diagrams.
In Topic C, Lessons 7 and 8 introduce the new complexity of manipulating arrays to study the commutative
property. Students learn to distinguish rows from columns as they rotate arrays 90 degrees, noticing that the
meaning of the factors changes depending on the orientation of the array. Students write two different
multiplication sentences to interpret the same array. These lessons emphasize the equivalence of facts by
demonstrating, for example, that 2 groups of 8 and 8 groups of 2 have the same product. Students observe the
pattern and begin to recognize commutativity as a strategy for solving twice as many facts.
Lessons 9 and 10 introduce the distributive property as a strategy for multiplication. In Lesson 9, students use
arrays to decompose unknown facts as the sum or difference of two known facts. For example, they analyze an
array to see that 7 × 3 can be decomposed as 2 rows of 3 + 5 rows of 3. In Lesson 10, students learn to write the
decomposition as (5 × 3) + (2 × 3) = 21. They explain each step of the solving process.
In Topic D, students solve two types of division situations—partitive (group size unknown) and measurement
(number of groups unknown)—using factors of 2 and 3. Students build on their background knowledge of tape
diagrams and apply it to represent division. In Lesson 11, the tape diagram is used as a tool to help students
recognize and distinguish between types of division. By the end of Lessons 11 and 12, students independently draw
and label tape diagrams that help them to compare and analyze problems that may use the same division sentence
but have quotients representing different things.
Lesson 13 solidifies growing understanding that the unknown can also be found from the related multiplication
sentence. Students initially work through word problems using arrays and tape diagrams to practice solving the two
types of division, and then transition to problem solving using abstract division and multiplication equations.
Tasks/Questions
www.achieve.org/files/NYCDOEG3MathCookieDough_Final.SW_.pdf
3nd Grade
This unit includes a performance task with rubric, scoring guide, and sample annotated student work on 4 levels. It
also contains initial and formative assessments as well as other instructional supports.
3nd Grade
Conceptual Understanding of Fractions

● 3.NSF.1 Develop an understanding of fractions (i.e., denominators 2, 3, 4, 6, 8, 10) as numbers.
a. a fraction (called a unit fraction) is the quantity formed by one part when a whole is partitioned into equal
parts;
b. a fraction is the quantity formed by parts of equal size;
c. a fraction is a number that can be represented on a number line based on counts of a unit fraction;
d. a fraction can be represented using set, area, and linear models.
● 3.NSF.2 Explain fraction equivalence (i.e., denominators 2, 3, 4, 6, 8, 10) by demonstrating an understanding
that:
a. two fractions are equal if they are the same size, based on the same whole, or at the same point on a
number line;
b. fraction equivalence can be represented using set, area, and linear models;
c. whole numbers can be written as fractions (e.g., 4 = 4/1 and 1 = 4/4 );
d, fractions with the same numerator or same denominator can be compared by reasoning about their size
based on the same whole.
● 3.NSF.3 Develop an understanding of mixed numbers (i.e., denominators 2, 3, 4, 6, 8, 10) as iterations of
unit fractions on a number line.
● 3.G.2 Partition two-dimensional shapes into 2, 3, 4, 6, or 8 parts with equal areas and express the area of
each part using the same unit fraction. Recognize that equal parts of identical wholes need not have the same
shape.
● unit fraction ● numerator ● fraction equivalence

● set model ● denominator ● partition (verb)
● area model ● whole number
● linear model ● mixed number
In second grade, students partitioned squares, rectangles, and circles into two or four equal parts and described the
parts using the words halves, fourths, a half of, and a fourth of. They understand that when partitioning these
shapes, the parts become smaller as the number of parts increases. (2.G.3)
In fourth grade, students will recognize, generate and explain equivalent fractions, and compare fractions. They will
develop an understanding of addition and subtraction of fractions based on unit fractions and multiply a whole
number and a fraction. Students will begin work with decimal numbers. (4.NSF.1-7)
In fifth grade, students will develop an understanding of adding and subtracting fractions with unlike denominators,
and work with multiplication and division to solve problems involving fractions. (5.NSF.1-8)
3nd Grade
This unit focuses on the conceptual development of fraction concepts based on unit fractions. It is important to give
students ample opportunities to develop fraction number sense. Throughout the unit, understanding develops with a
variety of models, including area, linear, and set models.
Resources
Teacher Note: Fractions are one of the most important topics students need to understand in order to be successful
in algebra and beyond. Therefore, it is absolutely critical that we teach fractions well, present fractions as interesting
and important, and commit to helping students understand the big ideas. Fraction understanding is developmental in
nature. and experiences begin in second grade. In grade 3, fractions are a major emphasis, with attention to using
fraction symbols, exploring unit fractions (fractions with numerator 1), and comparing fractions.
Clarke and colleagues (2008) and Cramer and Whitney (2010), researchers of fraction teaching and learning, offer
research‐based recommendations that provide an effective summary of this unit:
1. Give a greater emphasis to number sense and the meaning of fractions, rather than rote procedures for
manipulating them.
2. Provide a variety of models and contexts to represent fractions.
3. Emphasize that fractions are numbers, making extensive use of number lines in representing fractions.
4. Spend whatever time is needed for students to understand equivalences (concretely and symbolically), including
flexible naming of fractions.
5. Link fractions to key benchmarks and encourage estimation.
Fraction Progression from Illustrative Mathematics

https://www.illustrativemathematics.org/progressions
● Fractions Progression Module consisting of videos paired with illustrative tasks to help teachers better understand
the development of concepts and skills around fractions from grades 3-5.
Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts.
https://learnzillion.com/resources/72250-understand-fractions
● Nine lessons to support this standard (3.NSF.1)
The Meaning of Unit Fractions

https://www.illustrativemathematics.org/progressions
● Fraction Progression and Resources from Achieve the Core (3.NSF.1)
Introduction to Fractions
3nd Grade
● Marilyn Burns’ Fraction Kit- This pdf includes the directions on pages 1 and 2 for making construction paper
fraction pieces for students to use throughout your fraction unit. Additional games (Cover Up and Uncover) are
more suitable for 4th and 5th graders.
Understanding Fractions
http://www.k-5mathteachingresources.com/
●
● Work station activities and support materials, including
○ Congruent Eighths
○ Equal Parts on the Geoboard
○ Exploring Fraction Kits
○ Finding Fractions of a Group
○ Find one half of a group
○ Fraction Barrier Game
○ Fraction Barrier Game Grid
○ Fraction Posters
○ Fractions with Color Tiles
○ Geoboard fourths
Culminating Activities
● Engage New York’s Grade 3 Mathematics Module 5: Fractions as Numbers on the Number Line is a 35-day Grade
3 module, Students extend and deepen second grade practice with "equal shares" to understanding fractions as equal
partitions of a whole. Their knowledge becomes more formal as they work with area models and the number line.
Fraction Equivalency Lessons, Practice, and Assessment

http://www.learningfarm.com
● Students can work independently to review, practice, and assess understanding of fraction equivalency (3.NSF.2)
● Requires membership after a 30-day free trial. Teacher can sign up for free trial for the whole class.
Full House: An Invitation to Fractions
by Dayle Ann Dodds
At the end of a busy day of arriving guests, the Strawberry Inn is full to capacity, much to the delight of Miss
Bloom, the hostess. Late that night, Miss Bloom is surprised to discover that all of her guests are downstairs, eating
dessert! This is a great book for fraction lessons, as readers can reason along with the inn-keeper and the guests as
they divide up their tasty midnight treat.
Gator Pie
by Louise Mathews
A group of alligators attempt to split a pie so that everyone gets a piece. A PowerPoint of this sometimes hard to
find book is found at:
3nd Grade
http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=2&ved=0CCUQFjABahUKEwi7krPdl4fJAh
VGRiYKHXQnDHQ&url=http%3A%2F%2Falgebraicmathgrant.wikispaces.com%2Ffile%2Fview%2FGator%252
0Pie%2520-%2520Nadine%2520Bazuk.ppt&usg=AFQjCNH-ZA2-
k7JSSsgkVdzwh9uIqnq0lw&sig2=6cPrWjt315A7c7db_vp2Ww
The Hershey’s Milk Chocolate Fractions Book

by Jerry Pallotta
Hershey's bars are made up of 12 rectangles, making it a natural fit for learning fractions. Each spread has different
amounts of chocolate rectangles and the corresponding fractions (shown as 'three-fourths' and '3/4').
Tasks/Questions
● Mid-Module and End-of-Module task assessments
3nd Grade
Course/Grade: Task Title: Fractions
State 3.NSF.1 Develop an understanding of fractions as numbers. a fraction is the quantity formed by
Standards one part when a whole is partitioned into equal parts
Addressed b. a fraction is the quantity formed by parts of equal size.
3. G.2 Partition two dimensional shapes into 2, 3, 4, 6, or 8 parts with equal areas and express the
area of each part using the same unit fraction. Recognize that equal parts of identical wholes need
not have the same shape.
Process 2a. Make sense of quantities and their relationships in mathematical and real-world situations.
Standards 6b. Represent numbers in an appropriate form according to the context of the situation.
Addressed
Materials and Fraction Match sheet, shape template sheet
Resources
Task How can we represent the fractions ½ and ¼? Students work in groups of 2-4 to sort fractions
Description into ½ or ¼. In 2nd grade students learned to divide shapes into halves and fourths.
Copy Fraction Match sheet for each partner group. Cut on broken line. Distribute one set to each
group. Have students work together to sort the fractional representations which show ½ or ¼.
Allow students to discuss together as they sort the pictures. Circulate and ask students questions
such as How do you know the fraction is ½? ¼? Why did you put this picture with ½? ¼? Listen
and document student conversations, confusions, and questions.
After students work together to sort the fractions, ask students what they noticed as they sorted
the fractions.
Create a fraction anchor chart documenting their observations.
The anchor chart should include ideas such as…

● fractions are divided into equal parts
● the number on the bottom, the denominator, is the total number of parts or pieces
● the number on the top, numerator, is the shaded part or the part you are focusing on
● equal parts of identical wholes need not have the same shape
(SCDE 2019)
Continue to add student observations to the anchor chart throughout the study of fractions.
After the initial lesson you may need to reteach ½ or ¼. If students are ready, continue the study
of fractions by completing the following math tasks.
If students understand ½ and ¼ then have students divide a circle, square or rectangle into
fourths. Ask them how we can create eighths. Have students create 1/8 by partitioning ¼ again.
Then students explore creating 1/3 and 1/6 and then 1/10 by partitioning circles, squares, and
rectangles then shading one part.
Next students create fractions with similar denominators but different numerators such as 2/4,
¾….2/6, 3/6, 5/6, etc. by partitioning circles, squares, and rectangles then shading the appropriate
number of parts.
3nd Grade
Course/Grade: Task Title: Fractions
Encourage students to find examples of these fractions around the school and at home.
Equitable This lesson begins with a review of student learning in 2nd grade and builds. Students who are
Access struggling may need reteaching of partitioning and identifying fractions ½ and ¼ of squares,
rectangles, and circles.
Students who are above grade level may be ready to identify fractions beyond those with the
denominator 2, 3, 4, 6, 8, and 10. Even moving into fractions larger than 1 and mixed numbers.
Mathematical Fraction, numerator, denominator, whole number, participation

Vocabulary
Student Have students choose a fraction, write it down, and then show by creating an illustration.
Reflection
Image Citations
Candywarehouse.com
Commons.wikimedia.com
Littletoncoin.com
Pixabay.com
Pngimg.com
3nd Grade
3nd Grade
3nd Grade
3nd Grade
3nd Grade
3nd Grade
3nd Grade
3nd Grade
Course/Grade: Task Title: Fraction in a set
State Standards 3.NSF.1 Develop an understanding of fractions (i.e., denominators 2, 3, 4, 6, 8, 10) as
Addressed numbers.
d. a fraction can be represented using set, area, and linear model
Mathematical 4a. Identify relevant quantities and develop a model to describe their relationships.
Process Standards 6b. Represent numbers in an appropriate form according to the context of the situation.
Addressed 6c. Use appropriate and precise mathematical language.
Materials and Two sided counters or counters in two different colors or coins, cup
Resources
Task Description ● Students explore how to show fractions using a set of objects. How can you show
fractions using a set of objects?
● Distribute two sided counters for students to use to divide into 2, 3, 4, 6, 8, 10
● Students begin by placing 3 counters in a cup, shake it up, and pour out the counters on a
table.
● Students identify the fraction shown (for example if there is one red side up and two
yellow sides up the fraction would be 1/3 red and 2/3 yellow).
● You may have students draw the set, shade, and identify the fraction of the set.
● Students continue to identify fractions by putting 2, 4, 6, 8, 10 two sided counters in the
cup, shaking it up, pouring them out, drawing, shading, and identifying the fractions.
*If you do not have two sided counters you can use two different color counters placed in a
bag or cup and have students randomly draw out 2, 3, 4, 6, 8, or 10. Then identify the
faction. You may also use coins and write the fraction of heads and/or tails.
As students participate in the activity, circulate and ask questions What fraction of the
counters are red? Yellow? How do you know?
Equitable Access Help students identify the fraction by asking how many red counters are there? How many
counters in all?
Differentiate by having students work with a partner.
Mathematical numerator, denominator, whole number, fraction

Vocabulary
Student Reflection What did you notice about finding fractions of a set? Talk about the two ways we have
represented fractions (area and set).
3nd Grade
Course/Grade: Task Title: Number Line Exploration
State Standards 3. NSF.1- Develop an understanding of fractions (i.e., denominators 2, 3, 4, 6, 8, 10) as
Addressed numbers.
Process Standards 1b. Recognize there may be multiple entry points to a problem and more than one path to a
Addressed solution.
1c. Analyze what is given, what is not given, what is being asked, and what strategies are
others.
d. Evaluate the reasonableness of a model and refine it necessary.
situation.
b. Represent numbers in an appropriate for the context of the situation.
Materials and Number Lines
Resources Paper Clips, Tiles, Counters
Modeling Clay
Cuisenaire Rods
Fraction Strips
Task Description This lesson can be done to introduce number lines but students should have knowledge of
using models with equal parts and using fraction strips.
The goal
Students will be handed an “I Wonder”, “I Notice” Chart to record things they wonder and
notice about the number lines provided below.
3nd Grade
First Picture of Number Lines provided by:

https://www.teacherspayteachers.com/FreeDownload/Fractions-on-a-number-line-blank-
number-lines-2978176
Create an anchor chart compiling ideas students noticed and wondered about the number
lines to use as discussions during the lesson.
1
Give each student a blank line on a rectangular strip. Ask students to show2. Allow students
to work through the process and then to prove to their thinking to a partner. (Have different
forms of measuring, modeling clay, and writing utensils for students to prove their work)
Repeat this process for showing ¼ and see if students are able to recognize the basic halves
and quarters before moving on to bigger denominators.
Work through irregular fractions like 1/6, 6/8, and 3/16 to see if students are able to
recognize positioning of each fraction.
Some questioning you may want to consider are:
“How does your modeling change as we go from ¼ to 1/6?”
“How can a fraction be close to a whole?”
“What does a whole look like?”
“Does the sizing of our parts matter when we model our fractions?” Justify.
“How does your number line relate to your model?”
“How do we get the numbers for our number line?”
Allow students to work on the same number line throughout the process for students to
notice that there are fractions between fractions.
Once students have a grasp on using lines to represent fractions, use this real-world problem
adapted from:
3nd Grade
Walle, J. V., Lovin, L. A., Karp, K. H., & Williams, J. M. (2014). Teaching student-
Centered Mathematics: Developmentally appropriate instruction for Grades 3-5: Volume II.
Upper Saddle River, NJ: Pearson Education Limited.
The friends below are racing during the annual third grade field day. The fractions next to
their names represent how far they are from the starting line. Who do you think is winning?
Can you place these friends on a line to show where they are between the start and finish?
3 1 5
Emma - 4 Maria - 2 Jack - 6
5 5 2
Hanna - 8 Miguel - 9 Angelika - 3
(Before giving students this activity, act it out by having students to take random positions
on an empty number line on the floor and have students talk about how they are estimating
their location using fractions.)
Equitable Access For students that may struggle, go back to using area models through Cuisenaire Rods or
Fraction Strips.
To challenge students, make sure all work is done on the same number line and as they work
be sure to ask comparison questions about the positioning of the students and provide
justification.
Mathematical Equal Parts
Vocabulary Denominator
Numerator
Halves, Quarters, Sixths, Eighths, Tenths, Fifths
Model
Number Line
Student Reflection Some reflection questions you can use:
1) What are some challenges you came across today?
2) What are some successes you had today?
3) What type of strategy or strategies did you use to help with creating your number line
with fractions?
3nd Grade
Course/Grade: Task Title: Design a Fraction
State Standards 3.NSF.2 Explain fraction equivalence by demonstrating an understanding that:
Addressed a. two fractions are equal if they are the same size, based on the same wholes, or at the same
point on a number line
b. fractions equivalence can be represented using set, area, and linear models
c. whole numbers can be written as fractions
d. fractions with the same numerator or denominator can be compared by reasoning about
their size based on the same whole.
3.G.2 Partition two-dimensional shapes into 2, 3, 4, 6, or 8 parts with equal areas and express
the area of each part using the same unit fraction. Recognize that equal parts of identical
wholes need not have the same shape.
Mathematical 4a. Identify relevant quantities and develop a model to describe their relationships.
Process Standards
Addressed
Materials and Fraction & Design cards (copy fraction cards and design cards on different color cardstock
Resources or paper) Design a fraction sheet (portrait or landscape), pencil, paper, crayons, pattern
blocks or Fraction Design pattern template for tracing shape if needed.
Task Description  Students work in groups of 2-4 to design and compare fractions.
 Place fraction cards in a pile face down. Place the design cards in a separate pile face
down. When beginning this lesson use only the circle, square, rectangle/fraction strip,
or number line design cards. As students begin to master or to add more, challenge
them to choose a polygon and set of items design cards.
 Each student draws 2 fraction cards and 1 design card.
 Students write and draw the fraction in each box on the design a fraction sheet then
compare using <, >, =. (For example, a student draws ¼ and 2/8 and the square design
card. In the first box, the student should write ¼, then draw a square, partition it into 4
equal parts, and shade 1 part. In the box on the same line in the fraction column the
student should write the fraction 1/8 then draw a square, partition it into 8 equal parts,
and shade 2 parts. Then the student should recognize that the two fractions are equal and
write the = sign in the center.)
 Students continue drawing fractions and designing fractions.
Equitable Access Make multiple copies of the fraction cards and only use same numerator.
Make multiple copies of the fraction cards and only use same denominator.
Use only one design… shape, fraction strip, number line, or set depending on the area
students require more practice.
Mathematical Fraction, numerator, denominator, whole number, participation

Vocabulary
Student Reflection What was challenging to you today? What did you learn about fractions?
3nd Grade
3nd Grade
3nd Grade
3nd Grade
3nd Grade
3nd Grade
3nd Grade
Course/Grade: Task Title: Third Grade Graphing Task
State 3. MDA.3: Collect, organize, classify, and interpret data with multiple categories and draw a
Standards scaled picture graph and a scaled bar graph to represent the data.
Addressed
Process 6d. Use appropriate units, scales, and labels.
Standards 6c. Use appropriate and precise mathematical language.
Addressed
Materials and Materials: art supplies (optional)
Resources Resources:
https://www.khanacademy.org/math/cc-third-grade-math/cc-third-grade-measurement#cc-third-
grade-data
This link has free videos and practice problems to help students understand bar graphs and picture
graphs.
Task 1. Prior to this task, teachers should have completed lessons on all types of graphs to include
Description bar graphs, picture graphs, and frequency tables. Tally charts should be reviewed. This task
will be an “end of unit” task.
2. One objective of this task is to ensure that students are able to create a scaled bar graph and
scaled picture graph.
3. Another objective of this task is to ensure that students are able to correctly interpret a
scaled bar graph and scaled picture graph.
4. This task will last 4-5 days and students will work on a component of the task each day.
Students may work collaboratively in groups for this assignment.
5. Students will break into groups (if working collaboratively) and choose a topic for graphs.
The teacher will not assign topics to allow for creativity and engagement. (Example:
favorite flavor of ice cream, favorite action hero, favorite subject in school, etc.)
6. Students will create categories to survey peers and gather data. They may choose to gather
data with a frequency table, tally chart, list, etc.
7. Students will create a scaled bar graph and a scaled picture graph to represent the data
collected. Students will be required to label parts of the graph to include the key, title,
numbers, categories, etc.
8. The teacher will need to clarify to the students that in third grade, they should be able to
read and create various scales on graphs, so students will be expected to utilize different
scales on the bar graphs and keys on the picture graphs instead of single-unit scales (as in
second grade).
(Single Unit Bar Graph/2nd grade)
3nd Grade
(Single Unit Picture Graph/2nd Grade)
(3rd Grade Bar Graph)
(3rd Grade Picture Graph)
Langford, Laurel. “Representing Data.” Representing Data,

langfordmath.com/ECEMath/Data/RepDataMenuText.html.
9. Students will analyze the data and create questions for other groups to answer about their
graphs.
**If students are struggling with creating questions for their graphs, the teacher can ask, “Based
on your graph, what types of questions could be answered using your data?”**
10. Students will share their graph with their classmates and allow other groups to answer the
questions they formed about their graphs.
Equitable Students are allowed to work in collaborative groups, so assistance can be given if needed. Also,
Access this lesson can easily be differentiated to allow students to choose one graph to represent data or
extended to show other graphs, like line plots. Another option for this task is to allow students to
present data in a technological form using Google or Microsoft to create computer-generated
graphs.
Mathematical Frequency tables
Vocabulary Bar graphs
Picture graphs/pictographs
Data
Key
Scale
Survey
3nd Grade
Analyze
Student The questions students form about their graphs will show higher order thinking and understanding
Reflection of the information displayed in the graphs.
3nd Grade
Table of Contents
Data Analysis

3.MDA.3 Collect, organize, classify, and interpret data with multiple categories and draw a scaled picture graph and
a scaled bar graph to represent the data.
3. MDA.4 Generate data by measuring length to the nearest inch, half-inch and quarter-inch and organize the data in
a line plot using a horizontal scale marked off in appropriate units.
● data ● half-inch ● interpret

● scaled ● Quarter inch ● line plot
● collect ● classify ● key
● organize ● unit
In grade one, students collected, organized, and represented data with up to 3 categories, using object graphs, picture
graphs, t-charts, and tallies (1.MDA.4). They drew conclusions from object graphs, picture graphs, t-charts, tallies,
and bar graphs (1.MDA.5). Students used nonstandard physical models to show the length of an object as the number
of same size units of length with no gaps or overlaps, and ordered three objects using indirect comparison
(1.MDA.2).
In grade two, students used appropriate tools to measure the length of an object and compared equal lengths using
different units (2.MDA.1). They estimated and measured lengths in whole inches, feet, yards, centimeters, and meters
(2.MDA.3). Students collected, organized, and represented data with up to 4 categories using picture graphs and bar
graphs with a single-unit scale (2.MDA.9)
In Unit 5 of this Support Document, students developed an understanding of mixed numbers as iterations of unit
fractions on a number line (3.NSF.3).
Subsequent Knowledge Related to This Unit
In 4th grade, students will convert measurements of length within a single system (in., ft., yd., or cm, m) and solve
real-world problems involving length. They will create and interpret line plots to display data sets generated by
measuring length to the nearest quarter-inch and eighth-inch.
In fifth grade, students will extend conversions of length to also include millimeters and kilometers.
Relationship Among Standards in This Unit

3nd Grade
Table of Contents
The standards in this unit focus on data collection, organization, classification, and interpretation.
Resources
Teacher Note:
Data are gathered and organized in order to answer questions about our world. Data collection should be used for a
purpose and information should be relevant and interesting to the students. Avoid gathering data simply to make a
graph. In third grade, students work with scaled picture and bar graphs. Opportunities arise in other subject areas as
well as in everyday activities to collect, organize, classify, and interpret data.
● collect: identify problem, develop question, identify audience, ask questions and document answers
● organize: combine data
● classify: decide how to group data based on different attributes
● create: select and construct the graph that most clearly represents the data, choosing the scale; drawing with
precision, remembering that the issues of analysis and communication are more important than details and
precision; label title and both axes; use of technology is an effective way to emphasize the message and
information rather than the graph construction Using grid paper may be helpful in constructing the graph.
When constructing a bar graph, remember that bars may not touch each other; space must be left between the
bars.
● interpret: discuss general shape of data (e.g., difference between highest and lowest), use graph to state facts
and make inferences
The goal is for students to understand that a graph helps answer a question and provides a picture of the data.
Students should talk and write about their graphs, explaining what the graphs tell them about the data and stating the
answer to the original question.
Generating and Displaying Measurement Data

https://learnzillion.com/resources/72524-draw-scaled-picture-and-bar-graphs-3-md-b-3
● 5 lessons and an assessment task on drawing scaled picture and bar graphs (3.MDA.3)
https://learnzillion.com/resources/72234-generate-and-display-measurement-data-using-rulers-marked-with-
halves-and-fourths-of-an-inch-3-md-b-4
● 5 lessons and a performance task (3.MDA.4)
https://www.youtube.com/watch?v=sATzD34VoEY
● Review of constructing a line plot using whole numbers (3.MDA.4)
https://www.ixl.com/math/grade-3/measure-using-an-inch-ruler
● practice for 3.MDA.4
3nd Grade
Table of Contents
Literature Connections:
Martha Blah Blah by Susan Meddaugh
Something's wrong with Martha, the talking dog! She has eaten her daily bowl of alphabet soup, but when she opens
her mouth to speak, strange sounds come out instead of words. Fortunately her nose still works, and she follows it to
the source of the mystery.
http://mathsolutions.com/wp-content/uploads/978-0-941355-83-4_L1.pdf
● After reading the book, students work in pairs to collect, represent, and analyze data.
Lemonade for Sale by Stuart J Murphy

A group of children decide to fundraise to repair their clubhouse by setting up a lemonade stall. Keep track of their
sales over a week using a bar graph.
Tasks/Questions
www.mrmaffesoli.com/printables/4MD4-MWL.pdf
Printables for plotting and analyzing line plots with fractions (3.MDA.4)
www.formativedifferentiated.com/uploads/3/1/3/.../pa_katie_revised.pdf
Performance task on 3.MDA.3
3nd Grade
Course/Grade: Task Title: Third Grade Measuring & Line Plot Activity
State 3. MDA.4- Generate data by measuring length to the nearest inch, half-inch and quarter-inch and
Standards organize the data in a line plot using a horizontal scale marked off in appropriate units.
Addressed
Process 6d. Use appropriate units, scales, and labels.
Standards 2a. Make sense of quantities and their relationships in mathematical and real-world situations.
Addressed
Materials and Materials:
Resources -Rulers and/or measuring tapes
-Objects for measuring
Resources:
https://www.khanacademy.org/math/early-math/cc-early-math-measure-data-topic/cc-early-math-
line-plots/v/introduction-to-line-plots
This link will provide introductions and further explanations of line plots.
Task 1. One objective of this activity is to ensure that students are able to measure objects to the
Description nearest inch, half-inch and quarter-inch using a ruler.
2. Another objective of this activity is to ensure that students are able to gather measurements
and organize the measurements on a line plot.
3. This activity should last 1-2 class periods depending on class block times.
4. Students may work independently, but will need to collaborate in some parts of this lesson.
5. Number lines, line plots, and fractions should be taught prior to this lesson for optimum
success.
6. The teacher will need to make connections between number lines/fractions and
rulers/measuring tape. (At this point, rulers showing fourths should be used.)
7. Students will be given a bag with various objects (for example, marker, pencil, crayon,
key, paintbrush, paper clip, glue stick). The students will use a ruler/measuring tape to
measure each object to the nearest inch, half-inch, or quarter-inch. The teacher will allow
students to choose which objects should be measured to what unit, but they must use a
variety of estimations.
8. (This part may need to be done on a 2nd day.) After practicing the skill of measuring, the
teacher will instruct or review line plots.
9. This is where students will rotate through stations to complete the following
measurements:
-Students can measure a partner’s head circumference and make a class line plot showing data.
-Students can make paper airplanes and measure distance thrown to a target, then make a class line plot
showing data.
-For more individualized practice, students can measure the length of 10 crayons and complete a line plot
to show data.
-Students can measure the length of their 10 fingers and complete a line plot to show data.
-Two line plots should be completed, one measuring half-inch and one measuring quarter-inch.
Equitable Students are allowed to work in collaborative groups, so assistance can be given if needed. Fewer
Access items can be given if needed for students who may struggle with the concept. Also, for added
inquiry, students could find other objects within the classroom to measure.
Mathematical Line Plot
Vocabulary Inch
3nd Grade
Course/Grade: Task Title: Third Grade Measuring & Line Plot Activity
Half-Inch
Quarter-Inch
Student Students will be able to explore with using everyday objects and tools for measuring. Once
Reflection completing these activities, students will be able to apply the skill of measuring to real-world
situations and further math curriculum.
3nd Grade
Identification and Classification of Geometric Shapes

● 3.G.1 Understand that shapes in different categories (e.g., rhombus, rectangle, square, and other 4-sided
shapes) may share attributes (e.g., 4-sided figures) and the shared attributes can define a larger category (e.g.,
quadrilateral). Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw
examples of quadrilaterals that do not belong to any of these subcategories.
○ Students do not use the terms parallel or perpendicular in third grade.
● 3.G.3 Use a right angle as a benchmark to identify and sketch acute and obtuse angles.
● 3.G.4 Identify a three-dimensional shape (i.e., right rectangular prism, right triangular prism, pyramid) based
on a given two-dimensional net and explain the relationship between the shape and the net.
○ “Net” is defined as a two-dimensional pattern of a three-dimensional figure. The net can be folded to
form the figure.
● category ● vertex (vertices)

● right angle ● pyramid
● acute angle ● net
● obtuse angle
Prior Knowledge Required for This Unit
In second grade, students identified triangles, quadrilaterals, hexagons, and cubes. They recognized and drew shapes
having specific attributes, such as a given number of angles or a given number of equal faces.
All though angles were introduced in 3rd grade as the basis for identifying and drawing shapes, the concept of angle
is dealt with formally in 4th grade. Students are required to measure and draw angles in whole number degrees, solve
addition and subtraction problems to find unknown angles and to understand the relationship of angle measurement
to a circle. To understand angles, 4th grade students should draw points, lines, line segments, rays, parallel and
perpendicular lines and identify those in 2-D figures. They will expand the 3rd grade quadrilateral classifications to
now identify parallelograms and trapezoids based on the presence and/or absence of parallel and perpendicular lines.
They also include right triangles as a category. Students will also work with line symmetry.
In previous grades students merely recognized rhombuses (rhombi), rectangles and squares, they must now (a)
recognize them as quadrilaterals and (b) draw examples of quadrilaterals other than rhombus, rectangle and square.
They must also use a right angle as a benchmark for drawing obtuse and acute angles and identify those in rhombi,
rectangles and squares. Also, 3rd grade students build on their previous experience of partitioning shapes into equal
parts but they now focus on the fact that while the parts of identical wholes are equal, they need not have the same
3nd Grade
shape. Geometric concepts in 3rd grade move to developing spatial relations by associating 3-D shapes and the nets
that make up the 3-D shapes (right rectangular prism, right triangular prism, and pyramid).
Potential Instructional Strategies/Lessons
Teacher Notes:
This unit addresses the way students think and reason about shape. Students continue to develop their geometric
thinking from Grades 1 and 2, progressing from a descriptive to an analytic level of thinking, where they can
recognize and characterize shapes by their attributes and properties. Although the obvious emphasis in this unit is
quadrilaterals, the central objective is the development and expression of geometric thought. Students will move
from “naming” a shape (“A square is a square because it looks like a square.”) to describing, drawing, building,
comparing, and classifying shapes based on properties (attributes). Students develop “if…then” statements such as
“If a quadrilateral has a right angle and all sides are equal in length, then the shape is a square.” Students should be
able to consider shapes within a class rather than as a single shape. Instead of talking about “this rectangle”, it is
possible to talk about “all rectangles.” Students realize that in order to “group” shapes, they must have at least one
common attribute. The general goal is to explore how shapes are alike and different and use these ideas to create
classes of shapes both physically and mentally. In order to communicate their thinking, students must be comfortable
with geometric descriptions of shapes. They begin to notice different size angles and how their sizes affect the shape
of an object. They begin to see 3-D shapes based on their nets (2-D faces).
Activities should encourage students to explore, talk about, represent, and interact with geometric shapes. Common
tools include tangrams, pattern blocks, geoboards, dot and grid paper, and construction parts (pipe cleaners, straws,
commercial materials, etc.). The more students manipulate, represent, and discuss the shapes, the more relationships
they discover. ( Ex. two-dimensional shapes having 4 straight sides, 4 points (vertices), and 4 angles)
Since third grade does not address parallel and perpendicular, quadrilateral is defined as a closed shape with 4 sides,
4 vertices, and 4 angles.
https://www.engageny.org/resource/grade-3-mathematics-module-7-topic-b-lesson-4
Excellent activity to introduce quadrilaterals. Remember to omit the sections on parallel and perpendicular.
Creating paper models like these geometric nets allows children to explore the more familiar 2 dimensional shapes
that go into making a three dimensional one.
 Cube: http://www.kidzone.ws/math/geometry/nets/cube.htm
 Right Rectangular Prism: https://www.teachervision.com/graphs-and-charts/graphic-organizers/52456.html
 Right Triangular Prism: https://www.teachervision.com/geometry/printable/6183.html
 Pyramid: http://www.korthalsaltes.com/model.php?name_en=square%20pyramids
https://www.ixl.com/math/grade-3/angles-greater-than-less-than-or-equal-to-a-right-angle
Using right angles to identify acute and obtuse angles.
3nd Grade
Constructing a Geometric Solid Ornament (right rectangular prism (including cube), right triangular prism, pyramid)
● What you’ll need: coffee stirrers, beads, pipe cleaners cut to be 1 inch longer than the stirrers
1. Choose a geometric solid. {How many segments (edges) does your solid have? You will need that many
coffee stirrers and pipe cleaners.}
2. Place pipe cleaners inside the coffee stirrers
3. Start decorating the straws with beads.( How about a pattern?) (It may help to bend the pipe cleaner to keep
your beads from falling off.)
4. Twist the ties at the vertices to complete the geometric ornament.
Resources
https://www.khanacademy.org/math/basic-geo/basic-geo-shapes/basic-geo-classifying-shapes/v/quadrilateral-
overview
This quadrilateral overview provides background information for the teacher before beginning plans for this unit. In
order to lead discussions and answer questions, the teacher needs an understanding of what a quadrilateral is and how
to classify them beyond the expectations of the Standards for this grade level.
If You Were a Quadrilateral by Molly Blaisdell
If you were a quadrilateral, you would have four straight sides. You could be a checkerboard, a kite, or a yoga mat.
What else could you be if you were a quadrilateral?
Grandfather Tang’s Story by Ann Tompert

Tompert draws on a Chinese form of storytelling with seven shapes cut from a square of paper. The tale encourages
students to examine attributes of two-dimensional shapes and the tangram insets motivate children to try their own
versions.
Sample Formative Assessment Tasks/Questions
3nd Grade
Course/Grade: Task Title: Third Grade Mural
State Standards 3.G.1 Understand that shapes in different categories (e.g., rhombus, rectangle, square, and other
Addressed 4-sided shapes) may share attributes (e.g., 4-sided figures) and the shared attributes can define a
larger category (e.g., quadrilateral). Recognize rhombuses, rectangles, and squares as examples
of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these
subcategories.
3.G.3 Use a right angle as a benchmark to identify and sketch acute and obtuse angles.
Mathematical 1b. Recognize there may be multiple entry points to a problem and more than one path to a
Process solution.
Standards 6c. Use appropriate and precise mathematical language.
Addressed 5b. Use technological tools and other external mathematical resources to explore and deepen
understanding of concepts.
Materials and Third Grade Mirage Sheet, Quadrilateral Sheet, crayons, scissors, pattern blocks
Resources
Task Description 1. The objective of this lesson is to ensure that students understand what a quadrilateral is
and how to identify angles using a right angle. The teacher should plan for two days for
this lesson.
2. Students should already know the basic attributes to classify quadrilaterals. This task
could be utilized in the middle of the geometry unit or at the end of the unit.
3. Before beginning the task, the teacher can have tape on the ground in a square. The
teacher can challenge the students to identify as many names as possible for the square
and justify their reasoning. The teacher will lead the students in a discussion on the
ways to identify a quadrilateral and the importance of attributes such as angles. Students
should have a basic understanding of polygons and be in the process of learning the
different types of quadrilaterals.
a. Some types of questions the teacher may ask are:
i. How can you prove this is a quadrilateral?
ii. Is there more than one name for this shape?
iii. What attributes does this quadrilateral have?
iv. What types of angles do we see on the shape?
v. How many sides are on the shape?
b. The teacher should encourage a math talk about how classifying quadrilaterals
based on their attributes is crucial to identifying quadrilaterals.
4. Explain to students that the principal of the school wants to create a collage for the front
of the school. The collage should include only quadrilaterals. The principal wants a
variety of quadrilaterals that include specific attributes.
5. Given the attributes, they will identify which quadrilaterals they would like to use in
their mural. Students must justify their answer of why they would choose these
quadrilaterals.
6. The students will use the sheet with different quadrilaterals to create the mural. They
can cut the quadrilaterals out or trace them into the box. This is a good time to allow the
students to be creative.
7. Students will identify ways that the shapes may have fit together and if they created any
other polygons in the mural by chance.
8. Have students reflect on ways that they could improve the mural with other shapes.
Equitable Access This lesson can be easily differentiated for learners by changing quadrilaterals to polygons or
specific shapes. The teacher can also provide a list of quadrilaterals to the learners.
3nd Grade
Course/Grade: Task Title: Third Grade Mural
Mathematical Right Angle
Vocabulary Acute Angle
Obtuse Angle
Quadrilateral
Polygon
Rhombus
Rectangle
Square
Parallelogram
Trapezoid
Student Exit Ticket in math notebook or paper: Justify why you used these quadrilaterals for your
Reflection shapes and how you knew they were a quadrilateral.
3nd Grade
3nd Grade
3rd Grade Unit 8
Problem Solving with Measurement

● 3.MDA.1 Use analog and digital clocks to determine and record time to the nearest minute, using a.m. and
p.m.; measure time intervals in minutes; and solve problems involving addition and subtraction of time
intervals within 60 minutes.
● 3.MDA.2 Estimate and measure liquid volumes (capacity) in customary units (i.e., c., pt., qt., gal.) and
metric units (mL, L) to the nearest whole unit.
● 3.MDA.5 Understand the concept of area measurement.
a. Recognize area as an attribute of plane figures;
b. Measure area by building arrays and counting standard unit squares;
c. Determine the area of a rectilinear polygon and relate to multiplication and addition.
● 3.MDA.6 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.
● 3.ATO.8 Solve two-step real-world problems using addition, subtraction, multiplication and division of
whole numbers and having whole number answers. Represent these problems using equations with a letter
for the unknown quantity.
● analog clock ● capacity ● quart ● liter

● digital clock ● cup ● gallon ● area
● interval ● pint ● milliliter ● perimeter
● square units
Time: In first grade students used analog and digital clocks to tell time to the nearest hour and half hour and in
second grade to tell and record time to the nearest 5-minute interval, using a.m. and p.m.
Capacity: none (In first and second grades, the concentration is on length)
Area and Perimeter: First and second grade study of length supports these concepts.
Time: In fourth grade, students will solve real world problems involving intervals of time within 12-hour periods.
In fifth grade, they will convert seconds, minutes and hours .
Capacity: In fourth grade, students will solve real world problems involving liquid volume using the four operations.
They will convert mL and L in fifth grade.
Area and Perimeter: In fourth grade, students will apply the area and perimeter formulas for rectangles. They will
differentiate among perimeter, area, and volume and identify which application is appropriate for a given situation.
3nd Grade
3rd Grade Unit 8
Students will apply understanding of measurement in problem solving situations.
Resources
Teacher Notes:
Measurement is a count of how ma
ny units are needed to fill, cover, or match a given object.
Time
Time can be thought of as a point in time or as the duration of an event from beginning to end. The labels a.m. and
p.m. should be used in the context of word problems.
The skill of reading a clock is similar to reading any meter that uses pointers on a numbered scale. After a review of
time to the hour and five minutes, continue instruction with a one-handed clock (hour hand only). Give each student
a copy of clock faces (BLM38 at http://www.ablongman.com/vandewalleseries/volume_2.html ) on which you
have drawn the hour hands. Include placements that are a quarter past the hour, half past, close to the hour, etc. For
each clock face, the students will write the digital time and draw a minute hand on the clock where they think it
would be.
Determining intervals of time within one hour should be a mental process involving multiples of five with single
minutes “counted on.” Avoid having students use only pencil and paper to subtract from 100. This is an effective
checking strategy but is not practical in real life situations. For example, determining the interval between 2:05 and
2:52 might be counted by 5s to 50 and then 2 minutes added on (47 minutes). The interval between 3:07 and 3:45
might be counted as 3 minutes until 3:10 and then 7 fives (35) to 45. The interval is 3 + 35 = 38. Open number lines
can be used to represent student thinking, using “jumps” to show the fives and ones (or other units a student might
use, like 10 or 30).
Capacity
Liquid capacity refers to the amount of liquid that a container holds (how much is in it or a count of how many units
it takes to fill it). As introduction to this concept, discuss the meaning of capacity. Then label 5 or 6 containers of
varying shapes and sizes with A-E, etc. Ask the students to order the containers from least capacity to greatest
capacity by writing the corresponding letters on a paper. Then have students discuss in groups to come up with a
group answer and be able to defend the solution. After all groups have presented their solutions, measure using the
same units for each (1.e., use mL for all of them.).
Understanding the units of capacity requires hands-on experiences with each unit. Place a plastic tub and an empty
quart container in the room and have students estimate the number of quarts it will take to fill the container to a line.
Then measure using water. Repeat with different size containers and different size units. Doing one
estimate/measuring activity each day throughout the unit will provide visual and hands-on experiences.
Have students order from least to greatest: milliliter, cup, pint, liter, quart, gallon
3nd Grade
3rd Grade Unit 8
Area and Perimeter
Conceptual development of area and perimeter is important in understanding the purpose for these measurements
and to help students understand the relationships involved. From these understandings, students can develop
meaningful formulas instead of memorizing a “trick” to find an answer. Through these activities, students are less
likely to confuse area and perimeter.
Time
https://jr.brainpop.com/math/time/timetotheminute/
a video to demonstrate time to the nearest 5 minute and minute
https://learnzillion.com/lesson_plans/8531-reading-the-exact-minute-on-a-clock
a video of telling the exact time on a clock using a counting strategy
https://learnzillion.com/lesson_plans/8544-drawing-the-exact-time-on-a-clock
drawing hands on a clock to show time to the nearest minute
https://learnzillion.com/lesson_plans/8544-drawing-the-exact-time-on-a-clock
worksheets with problems of intervals of time within an hour
http://mrnussbaum.com/bedtime-2/
a telling time matching game with hour, 5 minute, and minute times (3rd grade expectations with elapsed time are
within a 60 minute period.)
http://mrnussbaum.com/clockworks
setting clocks to given times
Capacity
https://educators.brainpop.com/lesson-plan/measuring-liquids-lesson-plan-cups-pints-quarts-and-gallons/
a lesson plan with video for measuring cups, pints, quarts, and gallons
http://www.watchknowlearn.org/Video.aspx?VideoID=19665&CategoryID=2334
a video showing comparisons and conversions of cups, pints, quarts, and gallons
http://www.australiancurriculumlessons.com.au/2013/11/29/teaching-year-34-capacity-4-lessons-will-help/
lessons on L and mL contain excellent ideas to pull from
Area and Perimeter

https://www.ixl.com/math/grade-3/area-of-squares-and-rectangles-word-problems
practice with area of squares and rectangles
Spaghetti and Meatballs for All by Marilyn Burns
Mr. and Mrs. Comfort are having a family reunion! Mr. Comfort starts cooking up his famous spaghetti and
meatballs, while Mrs. Comfort carefully arranges eight tables and thirty-two chairs so that everyone will have a seat.
The tables look lovely, the food is ready, and here come the guests--with their own seating plans!
3nd Grade
3rd Grade Unit 8
https://www.youtube.com/watch?v=jN_GmgeU5cw
the story is read aloud on YouTube
http://w ww.beaconlearningcenter.com/Lessons/183.htm
This lesson uses Spaghetti and Meatballs for All to explore the relationship between the area of square units and
their perimeters based on various arrangements
http://www.teachingwithamountainview.com/2013/04/perimeter-and-area.html
A teacher shares her activities using the book
Chickens on the Move (Math Matters) by Pam Pollack

Tom, Anne, and Gordon learn about shape and measurement when they try to find the right spot for their chicken
pen.
See the Lesson 18: A Pen for Pugsy by in the unit below under ”Assessments.”
Tasks/Questions
maccss.ncdpi.wikispaces.net/file/view/3rdGradeUnit.pdf
a unit of study including tasks and assessments to address area and perimeter
https://www.engageny.org/resource/grade-3-mathematics-module-2-topic-overview
module includes lessons to explore and assess:
1. Explore time as a continuous measurement using a stopwatch.
2. Relate skip-counting by fives on the clock and telling time to a continuous measurement model, the number
line.
3. Count by fives and ones on the number line as a strategy to tell time to the nearest minute on the clock.
4. Solve word problems involving time intervals within 1 hour by counting backward and forward using the
number line and clock.
5. Solve word problems involving time intervals within 1 hour by adding and subtracting on the number line.
3nd Grade
Course/Grade: Task Title: The Perfect Day
State Standards 3.MDA.1 Use analog and digital clocks to determine and record time to the nearest minute, using
Addressed a.m. and p.m.; measure time intervals in minutes; and solve problems involving addition and
subtraction of time intervals within 60 minutes.
3.ATO.8 Solve two-step real-world problems using addition, subtraction, multiplication and
division of whole numbers and having whole number answers. Represent these problems using
equations with a letter for the unknown quantity.
Mathematical 1c. Analyze what is given, what is not given, what is being asked, and what strategies are needed,
Process and make an initial attempt to solve a problem.
Standards 6d. Use appropriate units, scales, and labels.
Addressed 2a. Make sense of quantities and their relationships in mathematical and real-world situations.
Materials and Analog clocks
Resources Worksheet
Lined Paper
Task 1) The objective of this task is for students to use real world examples of elapsed time in
Description their lives.
2) Students should have prior knowledge of how to read a clock to the nearest 5 or 10
minutes intervals.
3) Prior to beginning this task, the teacher should lead math talks determining the time on an
analog clock to the nearest 5 and 10 minutes. Once students seem to have a good grasp on
these times, the teacher can move to the nearest minute.
4) Teacher will start by having students close their eyes and imagine their perfect day. Have
the students imagine when they would wake up, when they would eat, what they would do
when they would end their day. Have them think about how much time each of these
activities would last. Students can record these times using the proper hour and minutes
format on paper or a whiteboard (i.e. 12:30 am or 6:00 pm)
5) Now have the students list these things out in chronological order. Have the students try to
list start times and end times for each activity.
6) Once they have made their list, the students will find how much time each of these
activities would take. Have them draw a model (number line or T-chart) or use analog
clocks to determine how much time has passed.
7) Once students have determined all of their elapsed times, have students meet in pairs to
discuss whether their partners times are realistic.
8) Have students write a story about their perfect day including the information from their
list.
Extension Activity
Students can interview someone else about their perfect day. They can compare how long they
took to do their activities compared to the person they are interviewing.
Equitable In order for teachers to meet the needs of all learners they should be prepared to adjust the lesson
Access by giving students time intervals to the nearest 10 minutes or 5 minutes.
Teacher may also provide manipulatives for students to use.
Mathematical Elapsed Time
Vocabulary Analog Clock
Digital Clock
Interval
3nd Grade
Course/Grade: Task Title: The Perfect Day
Student Students will reflect on whether they believe that they will have enough time to complete the
Reflection activities based on the times that they set.
3nd Grade
3nd Grade
Course/Grade: Task Title: Exploring Customary Liquid Volume
State 3.MDA.2 – Estimate and measure liquid volumes (capacity) in customary units (i.e., c., pt., qt.,
Standards gal.) and metric units (mL, L) to the nearest whole unit.
Addressed
Mathematical 1c. Analyze what is given, what is not given, what is being asked, and what strategies are needed,
Process and make an initial attempt to solve a problem.
Standards 2a. Make sense of quantities and their relationships in mathematical and real-world situations.
Addressed 6d. Use appropriate units, scales, and labels.
Materials and “Gallon Land” video on YouTube
Resources https://www.youtube.com/watch?v=PT7qaOyEjAA
“Gallon Guy” anchor chart (handout for students)
Empty containers, i.e., juice cartons, milk jugs, soda cans, etc.
(Parents and colleagues could help collect these empty containers to be used prior to lesson.)
Task 1) One objective of this task is for students to be able to identify the units used to measure
Description liquid volume in the customary system.
2) Another objective of this task is for students to be able to choose the most appropriate unit
when measuring liquid volume.
3) This task can be completed in one or two days.
4) The teacher will introduce the customary units of gallons, quarts, pints, and cups through
“Gallon Land” story (provided in video link above) and “Gallon Guy” anchor chart
(pictured above).
5) The students will then be put into task groups for cooperative, exploratory learning.
6) Each group will be given a set of empty containers.
7) The group will classify the containers into four categories; gallons, quarts, pints, and cups.
Early finishers can come up with other ideas of containers that will hold similar amounts in
the same category.
8) After grouping the containers, students will do a “gallery walk” to observe other students’
findings.
9) The class will come together to share observations found in “gallery walk” and teacher will
provide correct measurements with explanations.
10) For further practice, the teacher will lead the students through a game of “Four Corners” to
practice identifying appropriate measurements for various objects. The room will be
divided into 4 corners; gallons, quarts, pints, and cups. Teacher will call out various items
(i.e., swimming pool, coffee mug, water bottle, milk carton, etc.) and students will choose
3nd Grade
Course/Grade: Task Title: Exploring Customary Liquid Volume
a corner to represent the most appropriate unit of measuring the liquid volume for that
object. After each selection, students will be asked to discuss why their choice is best.
Personalizatio Students will be working in collaborative groups, so peer assistance may be provided if needed.
n Extra visuals will be on display in the classroom for students to use as a reference. Students may
also reference their “gallon man” handout while completing the tasks.
Mathematical •Capacity: the maximum amount a container WILL hold
Vocabulary •Volume: the amount of liquid a container IS holding
•Liquid: having a consistency similar to water; flows freely
•Gallons: bigger than a quart; 4 quarts in a gallon
•Quarts: bigger than a pint; 2 pints in a quart
•Pints: bigger than a cup; 4 cups in a pint
•Cups: the smallest customary unit of measurement we will be learning about
•Customary Units: measurement used in the United States
Student This task will allow students to explore their learning of the liquid volume concept. They will have
Reflection hands-on access to various real-world objects.
3nd Grade
Course/Grade: Task Title: Exploring Metric Liquid Volume
State 3. MDA.2 – Estimate and measure liquid volumes (capacity) in customary units (i.e., c., pt., qt.,
Standards gal.) and metric units (mL, L) to the nearest whole unit.
Addressed
Mathematical 2a. Make sense of quantities and their relationships in mathematical and real-world situations.
Process 6c. Use appropriate and precise mathematical language.
Standards 6d. Use appropriate units, scales, and labels.
Addressed
Materials and Khan Academy video on liquid volume in liters
Resources https://www.khanacademy.org/math/cc-third-grade-math/cc-third-grade-measurement/cc-third-
grade-volume/v/liter-intuition
one-liter container/beaker
5 different containers for each group
Water
Handout for students to record data
Task 1) The objective of this task is for students to be able to estimate and measure liquid volume
Description in metric units.
2) This task can be done in one or two days. This lesson should follow the customary capacity
lesson.
3) To model this task, teacher will need to bring in visuals of both a liter and a milliliter.
Teacher will explain that 1,000 milliliters are in a liter. Teacher will show the milliliter
dropper and demonstrate putting liquid into a liter bottle with the milliliter dropper. This
will give the students a visual of how small a milliliter really is.
4) Teacher can ask questions like, “How many milliliters do you think it would take to fill the
water bottle?” to work on estimation strategies. Teacher can follow with other similar
questions to promote discussion of estimation.
5) The teacher will need to discuss the differences between the customary and metric systems.
a. Teacher can show the students different containers (liters and gallons, etc.) and
have a discussion to compare the two systems.
6) The students will be placed into task groups for collaborative learning.
7) Students will be given a one-liter container, 5 different containers, and access to water.
8) Students will write the containers in order from the one they think will hold the least water
to the one they think will hold the most water.
9) Then, they will estimate how much each container will hold. They will write more than 1
liter, about 1 liter, or less than 1 liter in a table.
10) Then they will pour 1 liter of water into one of the containers and repeat until the container
is full. They will record the number of liters they poured and repeat for each container.
11) The last step of the task is for students to write the containers in order from least to the
greatest liquid volume after investigation.
Equitable Students will be placed in collaborative groups, so peer assistance can be provided if needed.
Access
Mathematical •Capacity: the maximum amount a container WILL hold

Vocabulary •Volume: the amount of liquid a container IS holding
•Liters: large metric unit; 1000 mL in a L
•Milliliters: a small metric unit; about 20 drops of water
•Metric Units: a universal way of measuring; used all over the world
3nd Grade
Student This task will allow students to explore their learning of the liquid volume concept. They will have
Reflection hands-on access to various real-world objects.
Post discussion: students can discuss if what they originally thought of the units is the same or
different.
3nd Grade
Container Estimate Number of Liters
3nd Grade
3rd Grade Unit 9
Fluency with Multiplication and Division

● 3.NSBT.3 Multiply one-digit whole numbers by multiples of 10 in the range 10 – 90, using knowledge of
place value and properties of operations.
● 3.ATO.7 Demonstrate fluency with basic multiplication and related division facts of products and dividends
through 100.
● 3.ATO.8 Solve two-step real-world problems using addition, subtraction, multiplication and division of
whole numbers and having whole number answers. Represent these problems using equations with a letter
for the unknown quantity.
● See charts specifying Addition, Subtraction, Multiplication, and Division Word Problem Situations/Types.
● Fluency
Student work with problem solving situations began in kindergarten with modeling, writing expressions and
equations, and solving addition and subtraction situations within 10. (K.ATO.1, K.ATO.2) Situations extended
through 20 in first grade (1.ATO.1 and 1.ATO.2) and through 99 in second grade . Students worked with two-step
problems in second grade. (2.ATO.1)
In fourth grade, students will multiply a whole number times a fraction (4.NSF.4). They will solve multi-step. real-
world problems using the four operations (4.ATO.3). They will recognize multiples and factors (4.ATO.4).
In this culminating work with multiplication and division facts, students will demonstrate fluency with
multiplication and division facts, and apply these facts in problem solving situations.
Resources
Teacher notes:
Teachers frequently note that "not knowing basic math facts" is a common and conspicuous difficulty, an
impediment to higher-level math, and a corrosive influence on the self-confidence of students. Students with weak
underlying math concepts require substantial help to make even the most basic practical use of math skills.
3nd Grade
3rd Grade Unit 9
Instructional support for these students requires: repeated teacher-guided work with physical objects, accurate and
consistent verbalizing of their actions with those objects, and very explicit transfer of examples into real world
applications, again with consistent and clear verbalizing from the student. All students require practice through
application to demonstrate understanding of multiplication and division concepts.
Work in this unit provides a variety of opportunities to practice core facts and skills, but in a much more interesting
context than this usually happens. Meaningful problem solving situations and games might include activities such as
the following.
Draw a number line on a piece of paper, marked from 0 to 20 , like this:
(You could print a sheet with several number lines drawn on it.)
This challenge is a game for two players. The first player chooses two numbers in this grid and either multiplies or
divides them.
He or she then marks the answer to the calculation on the number line. The second player then chooses two numbers
and either × or ÷ , and marks that number in a different color on the number line. If the answer is too big or too
small to be marked on the number line, the player misses a turn. The winner is the player to get three marks in a row
with none of their opponent's marks in between.
https://www.ixl.com/math/grade-3/multi-step-word-problems
interactive addition and subtraction multi-step problems
https://learnzillion.com/lesson_plans/8632-solving-two-step-word-problems-using-a-model
strategies for solving 2-step problems
3nd Grade
3rd Grade Unit 9
https://www.khanacademy.org/math/cc-third-grade-math/cc-3rd-mult-div-topic/cc-3rd-two-step-word-
problems/v/how-many-truffle-eating-guests-attended-a-party
strategies for solving 2-step problems
http://www.lakeshorelearning.com/general_content/free_resources/teachers_corner/lessonplan.jsp?lessonplan=multi
stepWordProblems
lessons on multi-step problem solving {Click on View the 3rd-5th Grade lesson plan (Includes all printable
materials) near the end of the information}
file:///C:/Users/Dale/AppData/Local/Microsoft/Windows/INetCache/IE/HCDWODYF/challenges_5-8.pdf
problem solving challenges from NCTM (suggest challenges 7 and 8)
https://www.ixl.com/math/grade-3/multiplication-and-division-facts-up-to-10-true-or-false
uses true/format to practice facts
https://www.ixl.com/math/grade-3/multiplication-tables-up-to-10
interactive practice with multiplication facts
Now For My Next Number! by Margaret Park

fun, easy-to-memorize songs teach times tables--includes CD
Math Attack! by Joan Horton

SILLY tale of a girl struggling to learn multiplication
The Rabbit Problem by Emily Gravett

follow two rabbits thru a year as they cope with their fast expanding brood
Breakfast at Danny's Diner by Judith Stamper

an early reader about multiplication in the All Aboard Math series
Multiplying Menace by Pam Calvert

a boy can save his kingdom if he can get a hold of Rumpelstiltskin's secret multiplying wand
Multiplying Menace Divides by Pam Calvert

a prince must stop Rumpelstiltskin from dividing the kingdom into frogs
Cheetah Math by Ann Whitehead Nagda

learning about division from baby cheetahs
One Hungry Cat by Joanne Rocklin

a baking cat makes, eats, and divides up cookies for his friends
Bean Thirteen by Matthew McElligott

two insect buddies collect 13 beans for a dinner with their friends but can't seem to divide it up evenly
3nd Grade
3rd Grade Unit 9
Tasks/Questions
https://www.teacherspayteachers.com/Product/3rd-Grade-2-Step-Word-Problems-MCC3OA8-670082
free assessment on 3.ATO.8
3nd Grade

3rd Grade Math Support Document REVISED August 2019

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South Carolina

College- and Career-Ready

Mathematical Process Standards

K 1st 2nd 3rd 4th 5th

Overview of Overview of Units Overview of Units Overview of Units Overview of Overview of

Unit Count and Understanding Application of Addition & Multiplication Operations

Unit Understanding Comparisons and Measurement: Length Conceptual Adding, Multiplying

Unit Addition and Problem Solving Geometric Perimeter,

Unit Fluency with Angle Converting

Unit 1 Unit 2 Unit 3 Unit 4

Unit Focus Unit Focus Unit Focus Unit Focus

Unit 5 Unit 6 Unit 7 Unit 8 Unit 9

Conceptual Understanding of Multiplication and Division

Content Standards with Clarifying Notes

Subsequent Knowledge Related to this Unit

Relationship Among Standards in this Unit

Introducing Arrays (3.ATO.1, 3.ATO.2, 3.ATO.3)

● basic introduction to multiplication with rectangular arrays

Amanda Bean’s Amazing Dream by Cindy Neuschwander

The Hershey’s Milk Chocolate Multiplication Book by Jerry Pallotta

Return to Table of Contents

Adapted from from: http://ccssmathactivities.com/performance-tasks-grade-3/

Content Standards with Clarifying Notes

Just Hanging A-Round

Reading and Writing Numbers: 3.NSBT.4

Place Value to 999,999

Place Value and Expanded Form

Order and Compare Numbers: 3.NSBT.5

Learn Zillion - Round Whole Numbers to the Nearest 10 or 100

Teachers Pay Teachers Freebies - Center Games

Coyotes All Around by Stuart J. Murphy

Sir Cumference and All the King's Tens by Cindy Neuschwander

A Place for Zero: A Math Adventure by Angeline Sparagna Lopresti

How Much is a Million? by David Schwartz

Rounding to the Nearest Ten and Hundred

Return to Table of Contents

Materials and Place Value Blocks – Hundreds, Tens, Ones

 There are lots of possible answers. You need to add an answer to

 There are lots of possible answers. You need to add an answer to

 There are lots of possible answers. You need to add an answer to

 There are lots of possible answers. You need to add an answer to

 There are lots of possible answers. You need to add an answer to

 There are lots of possible answers. You need to add an answer to

Display 3 numbers 27, 83, and 62.

Does the position of a number determine how much it is worth?

Addition and Subtraction

Content Standards with Clarifying Notes

● addend ● sum ● difference

Prior Knowledge Required for this Unit

Chart from: https://hcpss.instructure.com/courses/97/pages/3-dot-nbt-dot-2-about-the-math-learning-targets-and-

Mall Mania, by Stuart Murphy and Rene Andrian (2006)

329th Friend, by Marjorie Weinman Sharmat (1979)

Assessments from hcpss for 3.NSBT.2:

Return to Table of Contents

Mathematical Start, Change, Results

1. What is your word problem solving for?

4. How did you decide on what operation to use?

5. Solve your problem again but using a different strategy.

Application of Multiplication and Division

Content Standards with Clarifying Notes

Open bullets indicate clarifying notes.

● symbol ● product ● divisor

Prior Knowledge Required for this Unit