Grade 3 Pacing Guide: Q2 Mathematics

Overview

Week 1 - 11/5

Weeks 2/3 - 11/13

Week 4 - 11/26

Week 5 - 12/3

Week 6 - 12/10

Week 7 - 12/17

Week 8 - 1/7

Week 9 - 1/14

Week 10 - 1/22

Week 11 - 1/28

Module 2

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

Students explore measurement using kilograms, grams, liters, milliliters, and intervals of time in minutes.

Topic D: Two- and Three-Digit Measurement Addition Using the Standard Algorithm

Topic E: Two- and Three-Digit Measurement Subtraction Using the Standard Algorithm

Advanced Preparation

See Module p. 8&9

Module 3: Multiplication and Division with Units of 0, 1, 6–9, and Multiples of 10

Students extend the study of factors from 2, 3, 4, 5, and 10 to include all units from 0 to 10, as well as multiples of 10 within 100.

Topic A: The Properties of Multiplication and Division

Topic B: Multiplication and Division Using Units of 6 and 7

Topic C: Multiplication and Division Using Units up to 8

Topic D: Multiplication and Division Using Units of 9

Topic E: Analysis of Patterns and Problem Solving Including Units of 0 and 1

Topic F: Multiplication of Single-Digit Factors and Multiples of 10

Advanced Preparation

-Personal white boards

-Place value disks

Module 4: Multiplication and Area

Students explore area as an attribute of two-dimensional figures and relate it to their prior understandings of multiplication.

Topic A: Foundations for Understanding Area

Topic B: Concepts of Area Measurement

Assessment

Standards Addressed:

3.NBT.1, 3.MD.1, 3.MD.2

Weekly Overview

Lesson 15

Students use the words ""bundle"" and 'rename"" as they add like base ten units, working across the numbers unit by unit (ones with ones, tens with tens, hundreds with hundreds). During concept development, students move from modeling to the standard algorithm for the first time.

Lesson 16

Students begin with modeling on place value chart again and move to standard algorithm. Problem set sample does not suggest standard algorithm for most problems. Make sure to consider different methods for different problems in advance."

Standards Addressed:

Topic D: 3.NBT.1, 3.MD.1, 3.MD.2

Topic E: 3.NBT.2, 3.MD.1, 3.MD.2

Assessment

Bi-Weekly #1: Lesson 17 Exit Ticket

End of Module Assessment (3.NBT.1

3.NBT.2, 3.MD.1, 3.MD.2, 3.OA.7)

Weekly Overview (note: this week covers both the week of Veteran's Day and the week of Thanksgiving)

Lesson 17

In this rounding and reasonableness lesson, students are asked to round to the nearest ten, hundred and fifty. Rounding to the nearest fifty is a 4th grade standard, and can be highlighted for advanced learners, and skipped for other students if necessary.

Lesson 18

Consider color-coding place values while decomposing with subtraction during concept development. For example, hundreds could be red and tens could be blue. In problem set, numbers are written horizontally so students don't think a problem has to be vertical to use their standard algorithm tool.

Lesson 19

Consider giving students sentence starters for debrief question #2 to help them articulate their processes. Suggested sentence starters included in teacher guide.

Lesson 20 Omit

Omit lesson for pacing consideration. Skills in lesson 20 have been previously introduced and practiced.

Lesson 21

Many materials necessary for concept development, read directions in teacher guide carefully (per group): digital scale, pre-measured rice, pre-measured beans, meter stick, yarn, beaker, containers for liquid.

Standards Addressed:

Topic A: 3.OA.4 , 3.OA.5, 3.OA.7, 3.OA.9

Topic B: 3.OA.3, 3.OA.4, 3.OA.5, 3.OA.7

Assessment

Bi-Weekly #2 (Lesson 4 Exit Ticket)

Weekly Overview

Lesson 1

Application problem needs to be discussed as it leads directly into the concept development discussion.

Lesson 2

Consider starting with cubes in concept development section and then moving to pictorial modeling. Emphasize question #4 in student debrief.

Lesson 3

Before the concept development, provide a few simple examples of an ""unknown"" to make this meaning clear. For example, ""3 + 3 = H. Since we know 3 + 3 is 6, we know that H must be 6."" This lesson intentionally uses facts from Module 1 so students are fairly automatic with facts, facilitating the focus on finding the unknown in this lesson.

Lesson 4

To encourage students to apply the distributive property, adjust the numbers in the Application Problem. For example, a student above grade level may mentally solve 6 times 6 yet choose to use the distributive property to multiply 6 times 13. Student debrief encourages student connections to application and fluency components."

Standards Addressed:

Topic B

3.OA.3

3.OA.4

3.OA.5

3.OA.7

Assessment

Biweekly #2

*Lesson 16 Exit Ticket

Topic C

3.OA.3

3.OA.4

3.OA.5

3.OA.7

Topic E

1.OA.3

1.OA.7

Notes

Lesson 5

Consider reviewing necessary vocabulary before concept development: sequence, row, factors, product, number bond, count by, and skip-count. Also during Concept Development, some learners may prefer to use the distributive or commutative property to solve 7 times 6. Encourage their personal choices of efficient strategies. Challenge learners to present a multiplication fact they would solve using skip-counting. Ask, “How do you choose your strategy to solve?”

Lesson 6 Omit

This lesson involves using the distributive property with multiplication and division, a recurring objective in Module 3 and will be incorporated in later lessons.

Lesson 7

Fluency suggestion: scaffold "Decompose the Multiplication Sentence" activity with pre-made sentence frames where students can simply fill in the blank, or solicit oral student responses only. Alternatively, model the equation while students draw number bonds or arrays. Problem set: consider reading some or all phrases in #1 out loud with struggling readers.

Lesson 8

During the Problem Set, if timing is short, prioritize students practicing at least four problems in each section on the first page, and then completing the second page before they return to finish the first.

Lesson 9

Debrief the application problem to make sure students understand that changing the position of the parentheses does not change the answer in a multiplication problem. This is a critical understanding before the concept development begins.

Standards Addressed:

Topic C

3.OA.3

3.OA.4

3.OA.5

3.OA.7

Assessment

NWEA MOY Window 12/11 - 1/26

Mid-Module Asssessment: administer after lesson 11

Bi-Weekly #3 from lesson 15 Exit Ticket

Topic D

3.OA.3

3.OA.4

3.OA.5

3.OA.7

3.OA.9

Standards Assessed:

Mid Module

3.OA.3

3.OA.4

3.OA.5

3.OA.7

3.OA.9

Lesson 10

Decomposing fluency activity prepares students to use the distributive property in the lesson. Model how to find the unknown part of the number bond during the fluency activity for students below grade level. Students are asked to use break-apart strategy during exit ticket, and can choose to use an array or number bond to solve (encourage thoughtful choice of tools throughout lesson).

Lesson 11 Omit

Lesson 11 shares an objective with Lesson 15 and is also similar to Lesson 7.

*One day is allotted this week for the Mid-Module Assessment before lesson 12.

Lesson 12

During Concept Development, label the equations as you say them to connect to unit form. For example, write 9 eights under 9 × 8. As students solve the Problem Set, some learners may solve Problem 1 more efficiently using the 9 = 10 – 1 strategy.

Lessons 13 Omit

Lesson 13 objective is repeated in Lesson 14.

Lesson 14

This lesson includes pictures of hands for students to practice multiplication strategies throughout problem set and exit ticket. Ideas for presenting during concept development: present a demonstration of the finger strategy, or make an animated video. Make it fun for students with rhythm or a song,which the teacher or students compose. Also, concept development specifcially addresses MP.5 with discussion of strategy selection. Project or write questions on board. Consider allowing students to reflect independently in their notebooks before or after discussion.

Standards Addressed:

Topic D

3.OA.3

3.OA.4

3.OA.5

3.OA.7

3.OA.9

Topic E

3.OA.3

3.OA.7

3.OA.8

3.OA.9

Notes

Lesson 15

Concept Development: students working above grade level and others may not identify a strategy for solving 9 × 4 = 36, instead saying, “It’s easy! I just knew it.” Challenge students to articulate strategies that work so well they seem automatic. Ask, “Did you count by fours? Did you switch the factors and calculate 4 × 9 instead? Did you use a pattern to solve? If so, what pattern?”

Lesson 16

Division problems with 0 and 1. Last six problems on sprint go beyond 3rd grade standards and can be used to challenge advanced students. MP. 7 (look for and make use of structure) highlighted in pattern discussion in second half of concept development.

Lesson 17

If possible and necessary, transcribe the rapid oral responses of learners who may otherwise work at a slower pace. Use color to outline rows and columns to help learners better discern the content. If highlighting the column of threes facts, for example, ask students to circle even products (instead of coloring them orange).

Assessment

Standards Addressed:

Topic E

3.OA.3

3.OA.7

3.OA.8

3.OA.9

Topic F

3.OA.5

3.OA.8

3.OA.9

3.NBT.3

Notes

Lesson 18

Fluency activity is in preparation for next lesson (19). Problem set and exit ticket call out RDW approach (read-write-draw).

Lesson 19

Application problem comes after concept development and before the problem set. Timing for application includes time for problem set. Based on exit ticket, prioritze problem set over application problem if necessary. Students can draw disks for fluency if necessary (instead of using physical disks).

Lesson 20

Prompts for above-grade-level students called out in concept development. Page 1 of problem set includes clear modeling, but exit ticket mirrors page 2. Ensure students have adequate time to practice all page 2 problems.

Lesson 21

Seconds are included in this lesson, even though they are not in the standards until fourth grade. Conversions are always provided for minutes to seconds since students are not expected to have this memorized. Sample script for concept development is based on sample time; teacher needs to calculate and use the class's actual time to facilitate the conceptual development. Suggestion for problem set: have students read word problems aloud to partners, then partner paraphrases back, to improve understanding of word problems.

Assessment

End-of-Module Assessment: administer after lesson 21

Standards Addressed:

Topic A

3.MD.5

Standards Assessed:

End of Module

3.NBT.3

3.OA.3

3.OA.4

3.OA.5

3.OA.7

3.OA.8

3.OA.9

Notes

One day is provided this week for the End-of-Module Assessment.

Lesson 1

"Identify the Shape" fluency includes vocabulary necessary for concept development. Application problem reviews Module 3 and should not be prioritized. Exit ticket assesses understanding developed in the first part of this lesson's concept development.

Lesson 2

Pre-cut strips of paper, rulers, and scissors necessary for concept development. Prioritize problems 4 and 5 in problem set before exit ticket.

Standards Addressed:

Topic A

3.MD.5

Topic B

3.MD.5

3.MD.6

3.MD.7a

3.MD.7b

3.MD.7d

Standards Assessed:

ANet

Major

3.MD.A.2

3.OA.A.4

3.OA.B.5

3.OA.D.8

3.OA.D.9

Additional

3.NBT.A.1

3.NBT.A.2

3.NBT.A.3

Review

3.OA.A.3

3.OA.B.6

3.OA.C.7

Notes

One day is provided this week for ANet assessment.

Lesson 3

Project figures for "Count the Square Units" during fluency. Prioritze first page of problem set (#1 and #2). Also prioritize questions 1 and 2 from suggested debrief questions. Students may talk as a whole group or with partners.

Lesson 4

Application problem reviews lesson two and leads directly into concept development for this lesson. During concept development, Scaffold student contrast of length and area. Consider placing a long string along the side of the rectangle, or have students trace the side with a finger to better illustrate length. In contrast, have students shade in the area before writing 15 square inches. During problem set, if approach is not specified, students should solve problems using RDW approach (read write draw).

Lesson 5

Application problem reviews lesson 4. During concept development, rephrase questions to clarify meaning, “What information do we know?” to “How many rows of inch squares? How do you know?” Consider providing concrete manipulatives instead of or in addition to having students draw tiles during concept development. Make sure to prioritize at least some word problems (page 2 of problem set) to prepare students for the exit ticket. Students notice regularity in repeated reasoning (MP.8) during student debrief.