Grade 3 Pacing Guide: Q1 Mathematics

Q2 Guide

Q3 Guide

Q4 Guide

Grade 3 Pacing Guide: Q1 Mathematics

Q2 Guide

Q3 Guide

Q4 Guide

Overview

Week 1 - 9/4

Week 2 - 9/10

Week 3 - 9/17

Week 4 - 9/24

Week 5 - 10/1

Week 6 - 10/9

Week 7 - 10/15

Week 8 - 10/22

Week 9 - 10/29

Module 1: Properties of Multiplication and Division and Solving Problems with Units of 2–5 and 10

This module begins the year by building on students’ fluency with addition and knowledge of arrays

Topic A: Multiplication and the Meaning of the Factors

Topic B: Division as an Unknown Factor Problem

Topic C: Multiplication Using Units of 2 and 3

Topic D: Division Using Units of 2 and 3

Topic E: Multiplication and Division Using Units of 4

Topic F: Distributive Property and Problem Solving Using Units of 2–5 and 10

Advanced Preparation:

  • white board - teach routines and procedures for using white boards
  • threes array template from lesson 2 - you can insert templates in sheet protectors

Module 2: Place Value and Problem Solving with Units of Measure

Module 2 uses place value to unify measurement, rounding skills, and the standard algorithms for addition and subtraction.  The module begins with hands-on experience using a variety of tools to build practical measurement skills and conceptual understanding of metric and time units.  Estimation naturally surfaces through application; this transitions students into rounding.  In the module’s final topics students round to assess whether or not their solutions to problems solved using the standard algorithms are reasonable.

Topic A: Time Measurement and Problem Solving

Topic B: Measuring Weight and Liquid Volume in Metric Units

Topic C: Rounding to the Nearest Ten and Hundred

  • Advanced Preparation:
  • Preprinted number line up to 60 in intervals of 5 - Lesson 3 (May use number line template from lesson 4)
  • 1-kilogram weight, 1-kilogram benchmark bag of beans (one per pair of students)
  • Digital metric scale, Pan balance
  • 18 counters per student
  • Tape Diagram
  • Number bond template
  • Array template
  • Personal White Boards (see directions in module overview to make your own)
  • Dry erase markers
  • Dry erase clothes/erasers
  • Sheet protectors

 

*Recommendations for lesson omissions are blue. Read the notes associated with the omitted lesson in order to ensure smooth transitions from lesson to lesson.

 

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Lesson 1

Lesson 2

Assessment

BOY MAP Opens 9/4

Standards Addressed:

Topic A:

3.OA.1

3.OA.3

Notes

Please note: Because MAP testing dates are a site based decision, you will need to allow for testing within this pacing plan.

Lesson 1

Emphasize skip counting to build understanding of repeated addition, and pay attention to vocabulary to help students connect times with the x sign. The application problem uses the Read, Draw, Write process (RDW); you may consider teaching this from lesson 1, since this will reappear throughout the year and into future years.

Lesson 2

Fluency and Application activities address the same standard as the focus standard - do not skip. The words array and row were introduced in Grade 2, Module 6 but are treated as new vocabulary in this lesson. A common misconception is confusing rows and columns; check for student understanding here. Help student see the difference between equal groups and arrays, and the possible purposes for each.

Standards Addressed:

Topic A:

3.OA.1

3.OA.3

 

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Lesson 3

Lesson 4

Lesson 5

Lesson 6

Assessment

Biweekly #1

Exit ticket from Lesson 3*

Topic B:

3.OA.2

3.OA.3

3.OA.4

3.OA.6

Notes

Lesson 3

Fluency activities review lessons 1 and 2. Application problem reviews lesson 2 conceptual development. It is important to relate factors to their meaning: the size of the group or the number of groups. You can use number bonds as another way for students to explore the relationship between factors in multiplication. *This exit ticket was chosen because it assesses student understanding of multiplication before moving on to division.

Lesson 4

This is the first lesson to teach division. The concept of fair-share is used to teach the concept of division from concrete to abstract. Focus is figuring out the size of the group given the total and number of groups.

Lesson 5

For this lesson in division, concept of fair-share is still used, but the focus is figuring out the number of groups given the total and size of the group.

Lesson 6

This lesson uses arrays to connect multiplication and division. To tap into multiple means of representation, students may underline each row to literally show division and circle each row to show the size of each group. They should explain each step they take. This may be particularly helpful for students who prefer visual or kinesthetic practice along with auditory.

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Lesson 7

Lesson 8

Lesson 9

Lesson 10

Assessment

Mid Module Assessment

Administer after Lesson 10

Standards Addressed:

Topic C:

3.OA.1

3.OA.3

3.OA.4

3.OA.5

Standards Assessed:

3.OA.1

3.OA.2

3.OA.5

3.OA.6

 

Notes

Lesson 7

Introduces the commutative property of division using units of 2. Concept of properties of multiplication will be revisited in Module 3. Focus on students skip-counting to find products on arrays - this skill leads to student understanding of the concepts in lesson 9.

Lesson 8

Continues lessons on the commutative property of division using units of 3. Concept of properties of multiplication will be revisited in Module 3. Focus on students skip-counting to find products on arrays - this skill leads to student understanding of the concepts in lesson 9.

Lesson 9

The goal for this lesson is to become fluent enough with arithmetic patterns to add or subtract groups from known products to solve more complex multiplication problems (3.OA.1). The goal is to help students make the connection that skip counting up or back is the same as adding and subtracting equal groups, respectively.

Lesson 10

This module culminates in students using arrays to model the distributive property as they decompose units to multiply (3.OA.5). Consider using students' answer to why breaking an array is equal to multiplying the total number [ex. (4x3)+(4x3) = 8x3]. The concept of the distributive property will be revisited in lessons 16 and 18 - note students who still struggle with this concept and make sure to address students' misconceptions in those lessons.

Standards Addressed:

Topic D:

3.OA.2

3.OA.3

3.OA.4

3.OA.6

3.OA.7

3.OA.8

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Lesson 11

Lessons 12 / 13

Lesson 14

Lesson 16

Assessment

Biweekly #2

Exit ticket from Lesson 13*

Topic E:

3.OA.1

3.OA.2

3.OA.3

3.OA.4

3.OA.5

3.OA.6

3.OA.7

Notes

Lesson 11

Concept Development uses arrays to draw tape diagrams. The lesson assumes students are familiar with tape diagrams from second grade. Teachers may give a quick assessment as a Do Now to gauge students' familiarity with tape diagrams.

Lessons 12 and 13 Combine

Both lessons are division lessons sharing the same objective. Include units of 2 and units of 3 in the consolidated lesson. *This exit ticket was chosen because it assesses students' understanding of division before moving on to lessons relating multiplication and division in Topic E.

Lesson 14

Continue to build multiplication fluency using tape diagrams for word problems. This builds procedural and application aspects of rigor - focus on students being able to build tape diagrams to skip count.

Lesson 15 Omit

Lesson 15 uses the tape diagram to provide a new perspective on the commutative property, a concept students have studied since Lesson 7. This concept is reinforced in Module 3.

Lesson 16

This lesson builds conceptual understanding of multiplication using distributive property, similar to lesson 10.

Standards Addressed:

Topic E:

3.OA.1

3.OA.2

3.OA.3

3.OA.4

3.OA.5

3.OA.6

3.OA.7

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Lesson 17

Lesson 18

Lesson 20

Lesson 21

Assessment

End of Module Assessment

Administer after Lesson 21

BOY MAP Closes 10/5

Standards Assessed:

3.OA.1

3.OA.2

3.OA.3

3.OA.4

3.OA.5

3.OA.6

3.OA.7

3.OA.8

Topic F:

3.OA.1

3.OA.2

3.OA.3

3.OA.4

3.OA.5

3.OA.6

3.OA.7

3.OA.8

Notes

Lesson 17

For the culmination of Topic E, students need to be able to use number bonds and tape diagrams (concrete) to model the relationship of division and multiplication. Since there is no new concept introduced, this lesson presents opportunities to spend time during the student debrief to get students to explain their understanding of division and multiplication, and address misconceptions that come up.

Lesson 18

This lesson revisits the distributive property while using number bonds. Students who need extra support can draw arrays to have a more concrete representation to decompose numbers.

Lesson 19 Omit

Lesson 19 introduces the significant complexity of the distributive property with division. This concept is reinforced in Module 3.

Lesson 20

This lesson uses word problems as application opportunities for multiplication and division. Concept development follows the I do, We do, You do process to guide students in solving two-step word problems.

Lesson 21

There is no new input in this lesson. Use this as an opportunity for enrichment/review lessons depending on where students are at. Application is solving two-step word problems using the four operations.

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Lesson 1

Lesson 2

Lesson 3

Assessment

Biweekly #3

Exit ticket from Lesson 3*

Standards Addressed:

Topic A:

3.NBT.2

3.MD.1

Notes

Lesson 1

3rd grade is the first time that telling time will be a major work of the grade, so while students may have some knowledge of telling time, emphasize this skill to push students to mastery throughout this module and throughout the school year.

Start using a stopwatch to time different activities such as lining up or moving to the meeting area of the classroom. Discuss the continuity of time.

Lesson 2

Reduce Lesson 2 by replacing the Minute Counting fluency with an activity in which students draw and label 14-centimeter number lines with tick marks at every centimeter in preparation for the Concept Development component of the lesson.

Lesson 3

For the concept development, use preprinted number lines instead of asking students to draw number lines on a white board. Students see that an analog clock is a portion of the number line shaped into a circle. They use both the number line and clock to represent addition and subtraction problems involving intervals of minutes within 1 hour.  *This exit ticket is chosen as the biweekly because it is the end of the input for Time Measurement. The teacher can assess which students will need more help and can be pulled in small group when lesson 5 is taught, which is solving word problems using time.

Standards Addressed:

Topic A:

3.NBT.2

3.MD.1

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Lesson 5

Lesson 6

Lesson 7

Lesson 8

Assessment

Q1 ANet Interim Window Opens 10/14

Topic B:

3.NBT.2

3.MD.2

Notes

Lesson 4 Omit

This is the first of two consecutive problem solving lessons involving time. Take note of the word problem analysis it provides, and consider embedding that work into the delivery of Lesson 5.

Lesson 5

This lesson teaches time intervals by continuing to use number lines as a concrete representation of a clock. Consider teaching the concept of time intervals procedurally because representing word problems involving addition and subtraction of time intervals in minutes on a number line diagram is a procedural skill.

Lesson 6

This is the first lesson on measuring using weights. This lesson requires time for creating 1-kilogram benchmark bag of beans for each pair of students. There is also a need to plan out routines and procedures for using manipulatives.

Lesson 7

This lesson builds on Grade 2 estimation skills with centimeters and meters (2.MD.3) using metric weight. Students use scales to measure a variety of objects and learn to estimate new weights using knowledge of previously measured items. Their work with estimation in Topic B lays a foundation for rounding to estimate in the second half of the module.

Lesson 8

In this lesson, students use scales to measure the weight of objects precisely, and then use those measurements to solve one-step word problems with like units. Students apply estimation skills from Lesson 7 to reason about their solutions.

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Lesson 9

Lesson 10

Lesson 11

Assessment

Mid Module Assessment

Administer after Lesson 11

Standards Addressed:

Topic B:

3.NBT.2

3.MD.2

Standards Addressed:

3.NBT.2

3.MD.1

3.MD.2

Notes

Lesson 9

Focus on measurement for this lesson shifts to measuring liquid volume in liters using beakers and the vertical number line.

Lesson 10

This experience lends itself to previewing the concept and language of rounding: Students might estimate, for example, a given quantity as halfway between 1 and 2 or nearer to 2. Students use small containers to decompose 1 liter and reason about its size. This lays a conceptual foundation for Grade 4 work with milliliters and the multiplicative relationship of metric measurement units (4.MD.1). In these lessons, students solve one-step word problems with like units using all four operations.

Lesson 11

This lesson provides opportunity to apply skills using one step word problems. Since no new input is presented, consider taking this opportunity to work with students who need more time for a review of skills before the Mid-Module Assessment.

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Lesson 12

Lesson 13

Lesson 14

Assessment

Q1 ANet Interim Window Closes 11/2

Standards Addressed:

Topic C:

3.NBT.1

3.MD.1

3.MD.2

Notes

Standards in this week should be addressed prior to taking the ANet assessment. If necessary for pacing, teach lessons 12, 13, 14 before lessons 9, 10, and 11 to ensure students have been taught 3.NBT.1, 3.MD.1 and 2 before ANet.

Lesson 12

Material preparation required for this lesson includes: 4 bags of rice (pre-measured at four different weights within 100 g), 4 containers of water (pre-measured with four different liquid volumes within 100 mL). Plan out explicit instructions for routines and procedures for using materials. Be prepared to support students with the four stations in this lesson, including preparing various measurement tools.

Lesson 13

Students continue to use the vertical number line in Lessons 13 and 14. The use of this tool lays the foundation for further work in Grades 4 and 5 (4.NBT.3, 5.NBT.4). For this lesson, students are taught rounding three-digit numbers to the nearest ten adding new complexity to the previous day’s learning.

Lesson 14

The module ends with students rounding three- and four-digit numbers to the nearest hundred.

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