Math 3rd 2017

20162017ScopeandSequenceMathematicsGrade3
st
1 Cycle
Unit
43Days
Aug. 22 Oct. 21, 2016
#ofLessons
CurriculumScopeandSequence201617
TexasEssentialKnowledgeandSkills/StudentExpectations(TEKS/SEs)Thestudentwill:
MathematicalProcessStandards
The student uses mathematical processes to acquire and demonstrate mathematical
understanding.
MATH.3.1AApply mathematics to problems arising in everyday life, society, and the
workplace.
MathematicalProcess Embedding
process
StandardsUnit
standards
planning guides
throughout all
identify Process
units of study
Standards that align
supports
to and support the
students
development of the
development of
content standards
mathematical
covered in each unit.
proficiency.
MATH.3.1BUse a problem-solving model that incorporates analyzing given information,

formulating a plan or strategy, determining a solution, justifying the solution, and evaluating
the problem-solving process and the reasonableness of the solution.
MATH.3.1CSelect tools, including real objects, manipulatives, paper/pencil, and technology
as appropriate, and techniques, including mental math, estimation, and number sense as
appropriate, to solve problems.
MATH.3.1DCommunicate mathematical ideas, reasoning, and their implications using
multiple representations, including symbols, diagrams, graphs, and language as
appropriate.
MATH.3.1ECreate and use representations to organize, record, and communicate
mathematical ideas.
MATH.3.1FAnalyze mathematical relationships to connect and communicate mathematical
ideas.
MATH.3.1GDisplay, explain, and justify mathematical ideas and arguments using precise
mathematical language in written or oral communication.
Unit1:EstablishMath 10
Routinesand
UnderstandPlaceValue 90-minute
to100,000Students
Unit1:EstablishMathRoutinesandUnderstandPlaceValueto100,000
(10 lessons)
NumberandOperations
lessons
will compose,
decompose,
compare, and order
numbers to 100,000
and describe the
mathematical
relationships in the
base-10 place value
system.
The student applies mathematical process standards to represent and compare whole
numbers and understand relationships related to place value.
SuggestedPacing
Aug. 22 Sept. R MATH.3.2ACompose and decompose numbers to 100,000 as a sum of so
2
many ten thousands, so many thousands, so many hundreds, so many tens, and so many
LaborDaySept. ones using objects, pictorial models, and numbers, including expanded notation as
5
appropriate.
Sept. 6 Extend S MATH3.2BDescribe the mathematical relationships found in the base-10 place value
Review Assess
system through the hundred thousands place.R MATH.3.2DCompare and order whole
Reteach
numbers up to 100,000 and represent comparisons using the symbols >, <, or =.
st
1 Cycle
Unit
43Days
Aug. 22 Oct. 21, 2016
#ofLessons
Unit2:EstablishMathRoutinesandEstimateandFindSolutionstoOneStep
AdditionandSubtractionWordProblems(8 lessons)
NumberandOperations
Unit2:EstablishMath
S MATH.3.2CRepresent a number on a number line as being between twoconsecutive
RoutinesandEstimate
multiplesof10, 100, 1000, or 10,000and use words to describe
andFindSolutionsto 8
OneStepAdditionand
relative size of numbers in order to roundwhole numbers.
90-minute
SubtractionWord
lessons
ProblemsStudents will
NumberandOperations
use a variety of
SuggestedPacing
strategies, including Sept. 7-16
The student applies mathematical process standards to develop and use strategies and
number lines, to
methods for whole number computations in order to solve problems with efficiency and
round and estimate Sept. 19-20
accuracy.
solutions to and
Extend Review
represent and solve Assess
R MATH.3.4ASolve with fluency onestepand two-step problems involving additionand
one-step addition and Reteach
subtractionwithin 1,000 using strategies based on place value,
subtraction word
problems.
properties of operations, and the relationship between addition and subtraction. S
MATH.3.4BRound to the nearest 10 or 100 or use compatible numbers to estimate
solutions to addition and subtraction problems.
AlgebraicReasoning
The student applies mathematical process standards to analyze and create patterns and
relationships.R MATH.3.5ARepresent oneand two-stepproblems involving additionand
subtractionof whole numbers to 1,000 using pictorial models, number lines, and equations.
43Days
st
1 Cycle
Unit
Aug. 22 Oct. 21, 2016

#ofLessons
10
90-minute
lessons
Unit3:EstimateandFindSolutionstoOneandTwoStepAdditionandSubtractionWordProblems
(10 lessons)
Suggested
PacingSept.
21 Oct. 4
NumberandOperations
Oct. 5-7
AlgebraicReasoning
Unit3:Estimateand
FindSolutionstoOne Early
andTwoStepAddition DismissalSept. S MATH.3.2CRepresent a number on a number line as being between two
andSubtractionWord 21
consecutivemultiplesof10, 100, 1000,or10,000and use words to describe relative size of
numbers in order to roundwhole numbers.NumberandOperationsThe student applies
Oct. 5-7
use a variety of
mathematical process standards to develop and use strategies and methods for whole
strategies, including Extend
Review
number computations in order to solve problems with efficiency and accuracy.
number lines, to
round and estimate Assess
R MATH.3.4ASolve with fluency onestepand twostepproblems involving additionand
Reteach
solutions to and
subtractionwithin 1,000 using strategies based on place value,
represent and solve
Snapshot1
one- and two-step
properties of operations, and the relationship between addition and subtraction. S MATH.3.4B
addition and
Suggested
Round to the nearest 10 or 100 or use compatible numbers to estimate solutions to addition
subtraction word
Window
and subtraction problems.
problems.
relationships.R MATH.3.5ARepresent oneand twostepproblems involving additionand
subtractionof whole numbers to 1,000 using pictorial models, number lines, and equations.
st
1 Cycle
Unit
43Days
Aug. 22 Oct. 21, 2016
#ofLessons
Unit4:Strategiesfor 7
Unit4:StrategiesforDevelopingAutomaticityandComputationalFluencyforMultiplicationand
Developing
Division(7 lessons)
90-minute
Automaticityand
NumberandOperations
ComputationalFluency lessons
forMultiplicationand
Suggested
DivisionStudents will
PacingOct. 10- methods for whole number computations in order to solve problems with efficiency and
use a variety of
19
accuracy.
strategies to develop
fluency and
EarlyDismissal S MATH.3.4DDetermine the total number of objects when equally-sized groups of
automaticity with
Oct.11
multiplication and
objects are combined or arranged in arrays up to 10 by 10.
division facts.
FallHolidayOct.
Students will
12
S MATH.3.4ERepresent multiplication facts by using a variety of approaches
determine a quotient
using the relationship Oct. 20-21
such as repeated addition, equal-sized groups, arrays, area models, equal jumps on a
between
Extend Review number line, and skip counting.
multiplication and
Assess
division and will use Reteach
S MATH.3.4FRecall facts to multiply up to 10 by 10 with automaticity and recall the
divisibility rules to
corresponding division facts.S MATH.3.4HDetermine the number of objects in each group
determine whether a
when a set of objects is partitioned into equal shares or a set of objects is shared equally.
number is even or
odd.
S MATH.3.4IDetermine if a number is even or odd using divisibility rules.S MATH.3.4J
Determine a quotient using the relationship between multiplication
and division.
AlgebraicReasoning
relationships.
S MATH.3.5DDetermine the unknown whole number in a multiplication or division

equation relating three whole numbers when the unknown is either a missing factor or
product.
37Days
nd
2 Cycle
Unit
Oct. 24 Dec. 16, 2016

#ofLessons
understanding.
workplace.
MathematicalProcess
StandardsUnit
planning guides
identify Process
to and support the
development of the
content standards
Embedding
process
standards
throughout all
units of study
supports
students
development of
mathematical
proficiency.

MATH.3.1CSelect tools, including real objects, manipulatives, paper/pencil, and
technology as appropriate, and techniques, including mental math, estimation, and number
sense as appropriate, to solve problems.
appropriate.
mathematical ideas.
ideas.
Unit5:Representand
SolveOneStep
12
Unit5:RepresentandSolveOneStepMultiplicationandDivisionWordProblems(12 lessons)
90-minute
NumberandOperations
lessons
SuggestedPacing The student applies mathematical process standards to develop and use strategies and methods
Oct. 24 Nov. for whole number computations in order to solve problems with efficiency and accuracy.
8
S MATH.3.4GUse strategies and algorithms, including the standard algorithm, to multiply a twodigit number by a one-digit number. Strategies may include mental
Nov. 9-11
Extend Review
math, partial products, and the commutative, associative, and distributive properties.
Assess
Reteach
R MATH.3.4KSolve onestepand two-step problems involving multiplicationand
Multiplicationand
DivisionWord
apply mathematical Snapshot2
process standards to
Suggested
develop and use
Window
strategies for
representing and
Nov. 9-11
solving one-step
multiplication and
division problems.
divisionwithin 100 using strategies based on objects; pictorial models, including arrays, area
models, and equal groups; properties of operations; or recall of facts.
AlgebraicReasoning
relationships.
R MATH.3.5BRepresent and solve one- and two-stepmultiplicationand divisionproblems within
100 using arrays, strip diagrams, and equations.S MATH.3.5CDescribe a multiplication expression
as a comparisonsuch as 3 x 24 represents 3 times as much as 24.
S MATH.3.5DDetermine the unknown whole number in a multiplication or division
equation relating three whole numbers when the unknown is either a missing factor or product.
nd
2 Cycle
Unit
37Days
Oct. 24 Dec. 16, 2016

#ofLessons
Unit6:RepresentReal
WorldRelationships 4
usingNumberPairs
90-minute
Students will analyze lessons
Unit6:RepresentRealWorldRelationshipsusingNumberPairs(4 lessons)
AlgebraicReasoning
and create number SuggestedPacing

patterns and
Nov. 14-17
represent
relationships in tables EarlyDismissal
and with verbal
Nov.16
descriptions.
relationships.
Unit7:Representand 10
SolveProblemswith
FractionsStudents will 90-minute
apply mathematical lessons
SuggestedPacing
represent and explain
Nov. 18 Dec. 6
fractional units and
solve problems
Thanksgiving
involving partitioning HolidayNov.23
objects or sets of
25
objects among two or
more recipients.
Dec. 7-9 Extend
Review Assess
Reteach
Unit7:RepresentandSolveProblemswithFractions(10 lessons)
Snapshot3
Suggested
R MATH.3.5ERepresent real-world relationships using number pairs in a table and verbal

descriptions.
NumberandOperations
The student applies mathematical process standards to represent and explain fractional
units.
S MATH.3.3ARepresent fractions greater than zero and less than or equal to one with
denominators of 2, 3, 4, 6, and 8 using concrete objects and pictorial
models, including strip diagrams and number lines.S MATH.3.3BDetermine the
corresponding fraction greater than zero and less
than or equal to one with denominators of 2, 3, 4, 6, and 8 given a specified point on a
number line.
S MATH.3.3CExplain that the unit fraction 1/b represents the quantity formed
Window
Dec. 7-9
by one part of a whole that has been partitioned into b equal parts where b is a non-zero
whole number.S MATH.3.3DCompose and decompose a fraction a/b with anumerator
greater than zero and less than or equal to b as a sum of
parts 1/b.S MATH.3.3ESolve problems involving partitioning an object or a set of objects
nd
2 Cycle
Unit
37Days
Oct. 24 Dec. 16, 2016
#ofLessons
Unit8:Represent
FractionsasDistances
fromZeroonaNumber
LineforMeasurements 4
ofLength
90-minute
Students will apply
lessons
mathematical
process standards to SuggestedPacing
Dec. 12-15
select appropriate
units, strategies, and
Dec.16 Extend
tools to solve
Review Assess
problems involving
Reteach
length, including
measures of distance
WinterBreakDec.
requiring the
19Jan2
representation of
fractions as distances
from zero on a
number line.
Unit8:RepresentFractionsasDistancesfromZeroonaNumberLineforMeasurementsofLength(4
lessons)
GeometryandMeasurement
The student applies mathematical process standards to select appropriate units, strategies,
and tools to solve problems involving customary and metric measurement.S MATH.3.7A
Represent fractions of halves, fourths, and eighths as distances from zero on a number line.
47Days
rd
3 Cycle
Jan. 4 Mar. 10, 2017
Unit
#ofLessons
understanding.
workplace.
MathematicalProcess
StandardsUnit
planning guides
identify Process
to and support the
development of the
content standards
Embedding
process
standards
throughout all
units of study
supports
students
development of
mathematical
proficiency.

MATH.3.1CSelect tools, including real objects, manipulatives, paper/pencil, and technology
as appropriate, and techniques, including mental math, estimation, and number sense as
appropriate, to solve problems.
multiple representations, including symbols, diagrams, graphs, and language as appropriate.
mathematical ideas.
ideas.
Unit9:Represent
Equivalenceand
CompareFractions
Part1:RepresentEquivalentFractions(4 lessons)
90-minute
lessons
NumberandOperations
Students will apply

mathematical
Part1Suggested
represent and explain PacingJan. 4-9
equivalent fractions,
Jan.10 Extend
and will compare two
Review Assess
fractions having the
Reteach
same numerator or
denominator.
The student applies mathematical process standards to represent and explain fractional
units.
R MATH.3.3FRepresent equivalent fractions with denominators of 2, 3, 4, 6, and 8 using a
variety of objects and pictorial models, including number lines.S MATH.3.3GExplain that two
fractions are equivalent if and only if they are
both represented by the same point on the number line or represent the same portion of a
same size whole for an area model.
rd
3 Cycle
Unit
47Days
Jan. 4 Mar. 10, 2017
#ofLessons
Part2Suggested
PacingJan. 1117
MLKJr.DayJan.
16
Unit9Cont.Represent
Equivalenceand
Jan. 18-20
Part2:CompareFractions(4 lessons)
CompareFractions
Extend Review
Students will apply
Assess Reteach NumberandOperations
mathematical
The student applies mathematical process standards to represent and explain fractional units.
represent and explain Snapshot4
R MATH.3.3HCompare two fractions having the same numerator or
equivalent fractions, Suggested
and will compare two Window
denominator in problems by reasoning about their sizes and justifying the conclusion using
fractions having the
symbols, words, objects, and pictorial models.
same numerator or Jan. 18-20
denominator.
Unit10:SolveAddition 5
Unit10:SolveAdditionandSubtractionProblemsInvolvingIntervalsofTime(5 lessons)
andSubtraction
90-minute
ProblemsInvolving
lessons
IntervalsofTime
Students will apply
SuggestedPacing and tools to solve problems involving customary and metric measurement.S MATH.3.7C
mathematical
Determine the solutions to problems involving addition and subtraction of time intervals in
determine solutions
to problems involving Jan. 23-27
addition and
EarlyDismissal
subtraction of time
Jan.25
intervals.
minutes, using pictorial models or tools such as a 15-minute event plus a 30-minute event
equals 45 minutes.
rd
3 Cycle
Unit
47Days
Jan. 4 Mar. 10, 2017

#ofLessons
Unit11:SummarizeDataSetsandUseDatatoSolveProblems(7 lessons)
Unit11:Summarize
DataSetsandUseData 7
toSolveProblems
90-minute
Students apply
lessons
mathematical
Suggested
solve problems by
collecting, organizing, PacingJan. 30
Feb. 7
displaying, and
interpreting data.
Unit12:Representand 11
SolveOneandTwo
StepMultiplicationand 90-min lessons
DivisionWord
Suggested
PacingFeb. 8apply mathematical
22
develop and use
EarlyDismissal
strategies for solving Feb.22
and representing
one- and two-step
Feb. 23-27
multiplication and
Extend Review
division problems.
Assess
Reteach
Snapshot5
DataAnalysis
The student applies mathematical process standards to solve problems by collecting,
organizing, displaying, and interpreting data.
R MATH.3.8ASummarize a data set with multiple categories using a frequency table, dot plot,
pictograph, or bar graph with scaled intervals.S MATH.3.8BSolve oneandtwostepproblems
using categorical data
represented with a frequency table, dot plot, pictograph, or bar graph with scaled intervals.
Unit12:RepresentandSolveOneandTwoStepMultiplicationandDivisionWordProblems(11
lessons)
NumberandOperations
accuracy.
S MATH.3.4GUse strategies and algorithms, including the standard algorithm,
to multiply a two-digit number by a one-digit number. Strategies may include mental math,
partial products, and the commutative, associative, and distributive properties.
R MATH.3.4KSolve onestepand twostepproblems involving multiplication
and divisionwithin 100 using strategies based on objects; pictorial models, including arrays,
Suggested
Window
Feb. 23-27
area models, and equal groups; properties of operations; or recall of facts.

AlgebraicReasoning
relationships.
R MATH.3.5BRepresent and solve oneand two-stepmultiplicationand
divisionproblems within 100 using arrays, strip diagrams, and equations.
S MATH.3.5CDescribe a multiplication expression as a comparisonsuch as 3
x 24 represents 3 times as much as 24.
S MATH.3.5DDetermine the unknown whole number in a multiplication or

division equation relating three whole numbers when the unknown is either a missing factor or
product.
R MATH.3.5ERepresent real-world relationships using number pairs in a table and verbal
descriptions.
47Days
rd
3 Cycle
Jan. 4 Mar. 10, 2017
Unit
#ofLessons
Unit13:Geometry:TwoandThreeDimensionalFigures(7 lessons)
Unit13:Geometry:
TwoandThree
DimensionalFigures
Students will classify
and sort two and
three- dimensional
figures, use attributes
to recognize types of
quadrilaterals, and
will decompose twodimensional figures
into parts with equal
areas.
The student applies mathematical process standards to analyze attributes of twodimensional geometric figures to develop generalizations about their properties.
90-min lessons
R MATH.3.6AClassify and sort two- and three-dimensional solids, including
SuggestedPacing
Feb. 28 Mar. 8
cones, cylinders, spheres, triangular and rectangular prisms, and cubes, based on attributes
using formal geometric language.
Mar. 9-10 Extend

Review Assess
S MATH.3.6BUse attributes to recognize rhombuses, parallelograms,
Reteach
trapezoids, rectangles, and squares as examples of quadrilaterals and draw examples of
SpringBreakMar. quadrilaterals that do not belong to any of these subcategories.
1317
S MATH.3.6EDecompose two congruent two-dimensional figures into parts with equal areas
and express the area of each part as a unit fraction of the whole and recognize that equal
shares of identical wholes need not have the same shape.
2016-2017 Scope and Sequence Mathematics Grade 3
th
4 Cycle
Unit
Mathematical
Process Standards
Unit planning guides
identify Process
to and support the
development of the
content standards
covered in each
unit.
48Days
Mar. 20 May 25, 2017
#ofLessons
Embedding
process
standards
throughout all
units of study
supports
students
development of
mathematical
proficiency.
Unit 14: Determine 9

Area of Rectangles 90-min lessons
and Perimeter of
Suggested
Polygons Students Pacing Mar. 20will select
30
appropriate units,
strategies, and tools
to solve problems
involving perimeter.
Students will
determine area of
rectangles, including
area of composite
figures.
Mathematical Process Standards
understanding.
MATH.3.1A Apply mathematics to problems arising in everyday life, society, and the
workplace.
MATH.3.1B Use a problem-solving model that incorporates analyzing given information,
formulating a plan or strategy, determining a solution, justifying the solution, and
evaluating the problem-solving process and the reasonableness of the solution.
MATH.3.1C Select tools, including real objects, manipulatives, paper/pencil, and
technology as appropriate, and techniques, including mental math, estimation, and
number sense as appropriate, to solve problems.
MATH.3.1D Communicate mathematical ideas, reasoning, and their implications using
appropriate.
MATH.3.1E Create and use representations to organize, record, and communicate
mathematical ideas.
MATH.3.1F Analyze mathematical relationships to connect and communicate
mathematical ideas.
MATH.3.1G Display, explain, and justify mathematical ideas and arguments using
precise mathematical language in written or oral communication.
Unit 14: Determine Area of Rectangles and Perimeter of Polygons
(9 lessons)
Geometry and Measurement
The student applies mathematical process standards to analyze attributes of twodimensional geometric figures to develop generalizations about their properties.
R MATH.3.6C Determine the area of rectangles with whole number side lengths in
problems using multiplication related to the number of rows times the number
of unit squares in each row.S MATH.3.6D Decompose composite figures formed by
rectangles into nonoverlapping rectangles to determine the area of the original figure using the additive
property of area.
Geometry and Measurement
The student applies mathematical process standards to select appropriate units,
strategies, and tools to solve problems involving customary and metric measurement.R
MATH.3.7B Determine the perimeter of a polygon or a missing length when given

perimeter and remaining side lengths in problems.
Unit15:Determine
MoneyAmountsand
UnderstandFinancial
LiteracyStudents will
apply mathematical
determine the value
of a collection of
coins and bills and
will learn how to
manage financial
resources effectively.
Unit15:DetermineMoneyAmountsandUnderstandFinancialLiteracy
90-minute lessons (7 lessons)

SuggestedPacing NumberandOperations
Mar. 31 Apr. 10
Apr. 11-13 Extend methods for whole number computations in order to solve problems with efficiency and
Review Assess
accuracy.
Reteach
S MATH.3.4CDetermine the value of a collection of coins and bills.
PersonalFinancialLiteracy
The student applies mathematical process standards to manage ones financial resources
effectively for lifetime financial security.
S MATH.3.9AExplain the connection between human capital/labor and income. S
MATH.3.9BDescribe the relationship between the availability or scarcity of
resources and how that impacts cost.MATH.3.9CIdentify the costs and benefits of planned
and unplanned spending decisions.
S MATH.3.9DExplain that credit is used when wants or needs exceed the ability to pay and
that it is the borrowers responsibility to pay it back to the
lender, usually with interest.S MATH.3.9EList reasons to save and explain the benefit of a
savings plan,
including for college.MATH.3.9FIdentify decisions involving income, spending, saving, credit,
and charitable giving.
Unit16:Determine
LiquidVolumeand
WeightStudents will
determine liquid
Unit16:DetermineLiquidVolumeandWeight(5 lessons)
90-min lessons
volume or weight
using appropriate
units and tools.
Unit17:Cumulative
ReviewStudents will
receive differentiated
instruction based on
areas of need
according to
assessment data
SuggestedPacing
Apr. 17-21
and tools to solve problems involving customary and metric measurement.
S MATH.3.7DDetermine when it is appropriate to use measurements of liquid volume
(capacity) or weight.S MATH.3.7EDetermine liquid volume (capacity) or weight using
appropriate units and tools.
10
Unit17:CumulativeReview(10 lessons)
90-minute lessons MATH.3.1AMATH.3.9F

SuggestedPacing
Apr. 24 May 5
May 8-9 Extend
Review Assess
Reteach
During this unit, teachers will gather individual student data from various campus and districtlevel assessments administered during the academic year. Teachers will review student
progress tracking records to determine individual student areas of need to be addressed
during the cumulative review. Students should be placed in small groups according to
student expectations and receive immediate feedback during the re-teaching of lessons.
Teachers will
model various problem-solving strategies to allow students to choose the strategy they are
most comfortable with and, thereafter, replicate independently.
Unit18:Solve
ProblemswithAny
OperationStudents
apply mathematical
develop and use
strategies for solving
and representing
one- and two-step
addition, subtraction,
multiplication, and/or
8
90-minute lessons
SuggestedPacing
May 10-19
Unit18:SolveProblemswithAnyOperation(8 lessons)
NumberandOperations
May 22-25 Extend accuracy.
Review Assess
Reteach
R MATH.3.4ASolve with fluency one-step and two-step problems

involving addition and subtraction within 1,000 using strategies based on place value,
properties of operations, and the relationship between addition and subtraction.
R MATH.3.4KSolve one-step and two-step problems involving multiplication
division problems.
and division within 100 using strategies based on objects; pictorial models, including arrays,
area models, and equal groups; properties of operations; or recall of facts.
AlgebraicReasoning
relationships.
R MATH.3.5ARepresent one- and two-step problems involving addition and subtraction of
whole numbers to 1,000 using pictorial models, number lines,
and equations.R MATH.3.5BRepresent and solve one- and two-step multiplication and
division problems within 100 using arrays, strip diagrams, and equations.

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20162017ScopeandSequenceMathematicsGrade3

MATH.3.1BUse a problem-solving model that incorporates analyzing given information,

Aug. 22 Oct. 21, 2016

S MATH.3.5DDetermine the unknown whole number in a multiplication or division

Oct. 24 Dec. 16, 2016

MATH.3.1BUse a problem-solving model that incorporates analyzing given information,

Oct. 24 Dec. 16, 2016

and create number SuggestedPacing

R MATH.3.5ERepresent real-world relationships using number pairs in a table and verbal

parts 1/b.S MATH.3.3ESolve problems involving partitioning an object or a set of objects

Jan. 4 Mar. 10, 2017

MATH.3.1BUse a problem-solving model that incorporates analyzing given information,

Students will apply

Jan. 4 Mar. 10, 2017

area models, and equal groups; properties of operations; or recall of facts.

S MATH.3.5DDetermine the unknown whole number in a multiplication or

Jan. 4 Mar. 10, 2017

R MATH.3.6AClassify and sort two- and three-dimensional solids, including

Mar. 9-10 Extend

2016-2017 Scope and Sequence Mathematics Grade 3

Unit 14: Determine 9

MATH.3.7B Determine the perimeter of a polygon or a missing length when given

90-minute lessons (7 lessons)

90-minute lessons MATH.3.1AMATH.3.9F

R MATH.3.4ASolve with fluency one-step and two-step problems

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