CCSS Mathematics Implementation Guide Grade 3

20132014

First Nine Weeks

Pacing

Essential
Questions

10 days
(August 19th
September
2nd)

How can
numbers be
expressed,
ordered, and
compare?

Standards

SMP

Resources

Bold Standards indicate Power

Standards
Other standards listed are
Support Standards
3.NBT.1 Use place value
understanding to round whole
numbers to the nearest 10 or 100.

5 Use
appropriate
tools
strategically
7 Look for
and make use of
structure
8 Look for
and express
regularity in
repeated
reasoning

My Math Chapter 1
See After Spring Assessment at
the end of the document for
Engage NY and Georgia Unit
resources
Rounding with Mr. Nussbaum
(http://www.mrnussbaum.com/mathmillions/i
ndex.html)
Rounding Games
(http://www.free-trainingtutorial.com/rounding-games.html)
Virtual place value blocks
(http://nlvm.usu.edu/en/nav/frames_asid_152_
g_2_t_1.html)
Rounding to nearest 10:
http://www.janbrett.com/piggybacks/rounding.
htm
Rounding BrainPop:
http://www.brainpop.com/math/numbersandop
erations/rounding/preview.weml
Comparing Numbers:

http://www.toonuniversity.com/flash.
asp?err=509&engine=9
Odering Numbers:
http://www.harcourtschool.com/activity/e
lab2004/gr4/2.html

20 days
rd

(September 3
September
30th)

How can place

value help me
add larger
numbers?
How are the
operations of
subtraction and

Assessment

3.NBT.2 Fluently add and subtract

within 1,000 using strategies and
algorithms based on place value,
properties of operations, and/or the
relationship between addition and
subtraction.

2 Reason
abstractly and
quantitatively
7 Look for and
make use of
structure
8 Look for and
express regularity

Page 1

My Math :
Chapter 2 8 days
Chapter 3 12 days
Modeling Addition with virtual place value
blocks
(http://nlvm.usu.edu/en/nav/frames_asid_154_
g_3_t_1.html?from=topic_t_1.html)

After finished with third

chapter:
My Math Benchmark Test #
1:
Chapters 1-3
Multiple Choice and
Extended Response Teacher
Edited from MyMath
website
Individual Chapter Tests
(chapters 1-5 give test 2A)
Dropbox link:
https://www.dropbox.com/s/j
sfscvuc5ywkzmi/3rd%20gra
de%2020142015%20Benchmark%201%
20Chapters%201-3%20.docx

CCSS Mathematics Implementation Guide Grade 3

addition related?

15 days
(October 1st
October 21st)

What does
multiplication
mean?

3.OA.1 Interpret products of whole

numbers, eg., interpret 5x7 as the
total number of objects in 5 groups of
7 objects each. For example, describe
the context in which a total number of
objects can be expressed as 5 x7.
3.OA.4 Determine the unknown whole number
in a multiplication or division equation relating
three whole numbers. For example, determine the
unknown number that makes the equation true in
each of the equations 8x?=48, 5={} / 3, 6x6=?

What does
division mean?

3.OA.2 Interpret whole-number

quotients of whole numbers, e.g.,
interpret 56/8 as the number of
objects in each share when 56 objects
are partitioned equally into 8 shares,
or as a number of shares when 56
objects are partitioned into equal
shares of 8 objects each. For example,
describe a context in which a number
of shares or a number of groups can be
expressed 56/8.

in repeated
reasoning

Modeling Subtraction with virtual place

value blocks
(http://nlvm.usu.edu/en/nav/frames_asid_155_
g_3_t_1.html?from=topic_t_1.html)
SuperTeacher
http://www.superteacherworksheets.com/subtr
action.html

1 Make sense
of problems and
persevere in
solving them

My Math
Chapter 4 7 days
Chapter 5 8 days

4 Model with
Mathematics

7 Look for
and make use of
structure

Chapters 4-9 need to be

taught consecutively (teach
all lessons in each chapter) in
order to cover all of the
multiplication standards
Visualize multiplication of two
numbers with areas. (arrays)
(http://nlvm.usu.edu/en/nav/frame
s_asid_192_g_2_t_1.html?from=t
opic_t_1.html)

Problem solving with all

operations
www.mathcats.com

3.OA.6. Understand division as an unknown

factor problem. For example, find 32/8 by finding
the number that makes 32 when multiplied by 8.

What strategies
can be used to
solve
multiplication
and division
word problems?

20132014

3.OA.3 Use multiplication and

division within 100 to solve word
problems in situations involving equal
groups, arrays, and measurement
quantities, e.g., by using drawings
and equations with a symbol for the
unknown number to represent the
problem.

Page 2

CCSS Mathematics Implementation Guide Grade 3

20132014

Second Nine Weeks

Pacing

10 days
(October 22nd
November
5th)

Essential
Questions
What is the
importance of
patterns in
learning
multiplication
and division?

Standards
Bold Standards indicate Power
Standards
Other standards listed are Support
Standards
3.OA.9: Identify arithmetic patterns
(including patterns in the addition
table or multiplication table), and
explain them using properties of
operations. For example, observe
that 4 times a number is always even,
and explain why 4 times a number
can be decomposed into equal
addends.
3.OA.3: Use multiplication and
division within 100 to solve word
problems in situations involving
equal groups, arrays, and
measurement quantities, e.g., by
using drawings and equations with
a symbol for the unknown number
to represent the problem. (Note: See
Glossary, Table 2-see appendix)
Page 89:
http://www.corestandards.org/asset
s/CCSSI_Math%20Standards.pdf
3.OA.4: Determine the unknown
whole number in a multiplication or
division equation relating three
whole numbers. For example,

SMP

1 Make sense
of problems and
persevere in
solving them

4 Model with
Mathematics

7 Look for
and make use of
structure
8 Look for
and express
regularity in
repeated
reasoning
2 Reason
abstractly and
quantitatively
7 Look for and
make use of
structure
8 Look for and
express regularity
in repeated
reasoning

Page 3

Resources

My Math
Chapter 6
Chapters 4-9 need to be
taught consecutively (teach
all lessons in each chapter) in
order to cover all of the
multiplication standards

Division games to help build

fluency with division facts
(http://jmathpage.com/JIMSN
umberdivision.html)
Multiplication games to help
build fluency/ understand
the concept of multiplication
facts
(http://jmathpage.com/JIMSM
ultiplicationmodelsmultidigit.h
tml)

Assessments

CCSS Mathematics Implementation Guide Grade 3

20132014

determine the unknown number that

1 Make

Flashcards:

makes the equation true in each of

the equations 8 x ? = 48, 5 = ? 3, 6
x6=?

sense of
problems and
persevere in
solving them

http://aplusmath.com/Flashcar
ds/index.html
www.multiplication.com

3.OA.7: Fluently multiply and

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

3.NBT.3: Multiply one-digit whole

numbers by multiples of 10 in the
range of 10-90 (e.g., 9 x 80, 5 x 60)
using strategies based on place
value and properties of operations.

2 Reason
abstractly and
quantitatively
4 Model
with
Mathematics
5 Use
appropriate
tools
strategically

1 Make
sense of
problems and
persevere in
solving them
2 Reason
abstractly and
quantitatively
3 Construct
viable
arguments and
critique the
reasoning of
others
6 Attend to
precision
7 Look for
and make use

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CCSS Mathematics Implementation Guide Grade 3

20132014

of structure

7 days
(November 6th
November
14th)

What strategies
can be used to
learn
multiplication and
division facts?

3.OA.3: Use multiplication and

division within 100 to solve word
problems in situations involving
equal groups, arrays, and
measurement quantities, e.g., by
using drawings and equations with
a symbol for the unknown number
to represent the problem. (Note: See
Glossary, Table 2-see appendix)
Page 89:
http://www.corestandards.org/asset
s/CCSSI_Math%20Standards.pdf

1 Make sense
of problems and
persevere in
solving them
4 Model with
Mathematics
7 Look for
and make use of
structure

3.OA.4: Determine the unknown

whole number in a multiplication or
division equation relating three
whole numbers. For example,
determine the unknown number that
makes the equation true in each of
the equations 8 x ? = 48, 5 = ? 3, 6
x6=?

My Math
Chapter 7

Chapters 4-9 need to be

taught consecutively (teach
all lessons in each chapter) in
order to cover all of the
multiplication standards

After finished with seventh

chapter:
My Math Benchmark Test #
2:
Chapters 4-7
Multiple Choice and
Extended Response Teacher
Edited from MyMath
website
https://www.dropbox.com/s/
1f3u5s2ypzq7nbw/3rd%20gr
ade%20benchmark%202%2
0chapters%204-7.docx
Individual Chapter Tests
(chapters 4-7 give test 2A)

3.OA.9: Identify arithmetic patterns

(including patterns in the addition
table or multiplication table), and
explain them using properties of
operations. For example, observe
that 4 times a number is always even,
and explain why 4 times a number
can be decomposed into equal
addends.
3.OA.2: Interpret whole-number
quotients of whole numbers, e.g.,
interpret 56 8 as the number of
objects in each share when 56
objects are partitioned equally into
8 shares, or as a number of shares

Page 5

CCSS Mathematics Implementation Guide Grade 3

20132014

when 56 objects are partitioned into

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

14 days
(November
17th
December 9th)

How can
multiplication and
division facts with
smaller numbers
be applied to
larger numbers?

My Math
Chapter 8

3.OA.3: Use multiplication and

division within 100 to solve word
problems in situations involving
equal groups, arrays, and
measurement quantities, e.g., by
using drawings and equations with
a symbol for the unknown number
to represent the problem. (Note: See
Glossary, Table 2-see appendix)
Page 89:
http://www.corestandards.org/asset
s/CCSSI_Math%20Standards.pdf

Chapters 4-9 need to be

taught consecutively (teach
all lessons in each chapter) in
order to cover all of the
multiplication standards

3.OA.9: Identify arithmetic patterns

(including patterns in the addition
table or multiplication table), and
explain them using properties of
operations. For example, observe
that 4 times a number is always even,
and explain why 4 times a number
can be decomposed into equal
addends.
3.OA.7: Fluently multiply and
divide within 100, using strategies
such as the relationship between
multiplication and division (e.g.,
knowing that 8 x 5 = 40, one knows
40 5 = 8) or properties of
operations. By the end of Grade 3,
know from memory all products of
two one-digit numbers.
3.OA.1 Interpret products of whole
numbers, eg., interpret 5x7 as the
total number of objects in 5 groups

Page 6

CCSS Mathematics Implementation Guide Grade 3

20132014

of 7 objects each. For example,

describe the context in which a total
number of objects can be expressed
as 5 x7.
3.OA.2: Interpret whole-number
quotients of whole numbers, e.g.,
interpret 56 8 as the number of
objects in each share when 56
objects are partitioned equally into
8 shares, or as a number of shares
when 56 objects are partitioned into
equal shares of 8 objects each. For
example, describe a context in which
a number of shares or a number of
groups can be expressed as 56 8.

16 days
(December
10th January
13th)

How are
properties and
equations used to
group numbers?

My Math
Chapter 9

3.OA.5: Apply properties of

operations as strategies to multiply
and divide. (Note: Students need not
use formal terms for these
properties.) Examples: If 6 x 4 = 24
is known, then 4 x 6 = 24 is also
known. (Commutative property of
multiplication.) 3 x 5 x 2 can be
found by 3 x 5 = 15, then 15 x 2 = 30,
or by 5 x 2 = 10, then 3 x 10 = 30.
(Associative property of
multiplication.) Knowing that 8 x 5 =
40 and 8 x 2 = 16, one can find 8 x 7
as 8 x (5 + 2) = (8 x 5) + (8 x 2) = 40
+ 16 = 56. (Distributive property.)

Chapters 4-9 need to be

taught consecutively (teach
all lessons in each chapter) in
order to cover all of the
multiplication standards

3.OA.8: Solve two-step word

problems using the four operations.
Represent these problems using
equations with a letter standing for
the unknown quantity. Assess the
reasonableness of answers using
mental computation and estimation
strategies including rounding.
(Note: This standard is limited to

Page 7

CCSS Mathematics Implementation Guide Grade 3

20132014

problems posed with whole

numbers and having whole-number
answers; students should know how
to perform operations in the
conventional order when there are
no parentheses to specify a
particular order Order of
Operations.)

Reflection: (Scope & Sequence)

With administration permission, our class along with a fifth grade class, is piloting the Engage New York curriculum for math. From our district
pacing guide, the first nine weeks is based on Numbers and Operations in Base Ten. The district administers a benchmark test at the beginning of the
year to students in each grade level. This benchmark serves as a pre-assessment of what the students have previously learned. This same test is given at
the end of the nine weeks to see what skills were gained in the content area. The Engage NY curriculum is very challenging and combines several
mathematical standards into each lesson. In the first unit of their curriculum, measurement is taught. I chose to introduce measurement first because it
provides a strong foundation before beginning other areas. Addition and subtraction are integrated with place value in the Engage NY Curriculum.
During the first nine weeks of school, the students spend time reviewing from the previous school year. It is crucial for students to master the
early concepts in order for them to fully understand the new material that is presented. Students are learning under Operations and Algebraic Thinking
in the second nine weeks and multiplication is introduced based on the pacing guide. This is a new topic but they are continuously learning under
Numbers and Operations in the second nine weeks. Numbers and fractions are taught during the third nine weeks. Geometry is taught at the end of the
year during the fourth nine weeks. Students are exposed to the geometry aspect around the time for standardized testing and with it being very direct
and so easily related to real life; this seems to be beneficial for all students.

Page 8