Grade 3 Pacing Guide: Q1 Mathematics
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
Students construct viable arguments and communicate reasoning about ratio equivalence as they solve ratio problems in real-world contexts
Students complete their understanding of the four operations as they study division of whole numbers, division by a fraction, and operations on multi-digit decimals.
Lesson 1 (Socratic Lesson)
For example 2, teachers may consider adjusting the ratio examples to be more relevant or engaging for their students.
Lesson 2 (Exploration Lesson)
Consider pairing students systematically to work through Exploratory Challenge.
Exit ticket from lesson 4
Lesson 3 (Problem Set Lesson)
Tape diagrams are used for the first of many times this year during the lesson. Consider spending time reviewing how to use tape diagrams.
Lesson 4 (P)
For Exercise 1, facilitate a whole class vote to check for understanding of questions. Then consider providing space for students to have a healthy debate as to who might be correct and why.
Lesson 5 (P)
For exercises 1-4 teachers can consider asking students to use tape diagrams to solve as they intentionally circulate.
Lesson 6 (P)
Exercise 2-7 is a group jigsaw project. Prior to class teachers may want to plan for strategic grouping and efficient way to share learning.
Lesson 7 (P)
Both RP.A.1 and RP.A.3 are conceptual standards. Consider continuing to dig in on conceptual understanding of standard to fully address the standard.
Lesson 8 (P)
Consider pre-planning counter examples that will be good wrong answers, if they do not provide them on their own, to help students fully understand throrem. Teachers can let students know that proving their answers is a regular part of more advanced mathematics.
Lesson 9 (P)
The approach of this lesson, and those that follow, is for the teacher to model the use of tables in problem solving.
Lesson 10 (E)
In Exploratory Challenge, students create the three ratio tables on the student pages. Have index cards ready that say Table 1, Table 2, and Table 3 to hand out to students so that students can place the assigned table on chart paper (15 minutes).
Exit ticket from lesson 11
Lesson 11 (P)
During Exercise 1 & 2, while students are working, circulate and ask students to share their solving strategies. It is important to also ask students to prove their claims.
Lesson 12 (P)
Providing fluency activities, with double number lines, such as Rapid Whiteboard Exchanges (RWBE), is highly suggested throughout the rest of this module. For Exercise 1 it is important to have cards organized ahead of time. They can be found and cut out from the last pages of the lesson in the teachers edition.
Lesson 13 (P)
Linking cubes should be available for each learner. They give a color-coded manipulative model that makes the abstract story problem tangible. The cubes can be combined to give a concrete model of the chart.
Lesson 14 (S)
In order to prepare students to use a coordinate graph, elicit prior knowledge of the coordinate plane from Grade 5, where students plotted points using ordered pairs of numbers identified as coordinates, identified 𝑥- and 𝑦 axes, and determined how to travel along the axes based upon the ordered pairs.
Administer after lesson 15
6.RP.A.3 (Stem Only)
Lesson 15 (E)
Note that in Exercise 2 students are asked to create an expression. This is not the focus of the standard but will be addressed in other modules for the grade. Allow students to persevere there but not get side tracked.
One additional day is provided this week for the Mid Module assessment.
Lesson 16 (E)
Teachers should consider having students record new vocabulary on word wall, journal, or anchor chart. and consistently module and ask students to use the new vocabulary when speaking; rate, unit rate, rate unit.
Lesson 17 (S)
Teachers should consider emphasizing with students to use multiple methods to solve problems.
Exit ticket from lesson 19
Lesson 18 (M)
Prior to lesson, set up six workstations around the classroom, identifying each with a number from 1 to 6. Also, have a countdown timer handy.
Lesson 19 (P)
Prior to lesson, photocopy and cut out matching cards found at end of lesson. Exit ticket information will be used in lesson 20.
Lesson 20 (E)
For Example 1, students will have needed to complete exit ticket from lesson 19.
Lesson 21 (P)
Prior to this lesson, a measurement center should be made available to students. By allowing all students to handle all the various items. Measurement Center Materials: rulers (centimeter and inches), meter sticks, yard sticks, measuring tapes; kilogram, gram, and milligram masses; liter box, liter bottle, or liter graduated cylinder, eyedropper (for milliliter); ounce and pound weights; cup, pint, quart, and gallon containers.
Consider enlarging the conversation chart at end of lesson into an anchor chart to be used throughout the year.
Lesson 22 (E)
Prior to lesson, prepare materials: Stopwatches, 50-foot measured course (or shorter if needed), & Calculators.
Lesson 23 (S)
Students will need to use calculators throughout lesson.
Lesson 24 (P)
Technology will be needed to project 10 by 10 grid. Consider using a Googled sales advertisement to visualize Example 1.
Lesson 25 (P)
Teachers can be careful to avoid the "move the decimal point two places" trick. Focus on the conceptual understanding derived from the lesson.
Administer after lesson 27/28/29
End of Module
Lesson 26 (P)
Consider keeping 10 by 10 grids available for students to solve problems with.
Lesson 27/28/29 (P)
Consolidate Lessons 27–29 to one lesson, as all three share the same Student Outcome, and ask students to solve percent problems. Complete Example 1 from Lesson 27, and have students complete two of the five columns in the Exercise. From there, move into the Example from Lesson 28, and have students complete three of the six rows in the Exercise. Finally, have students complete the Exploratory Challenge 2 from Lesson 29.
One extra day is provided this week for End of Module assessment.
Lesson 1 (P)
Each class should have a set of fraction tiles. Students who are struggling may benefit from using the fraction tiles to see the division until they are better at drawing the models. Consider using Problem Set problems during small group station time this week.
Lesson 2 (P)
Strategically place students into groups for example 1. Chart paper can be used to allow groups to display their work and gallery walk others.
Lesson 3 (P)
Allow students to persevere through creating their own models for Example 1. Circulate intentionally and ask conceptual questions to push thinking during this process.
Lesson 4 (P)
Consider doing closing as an everybody writes to let kids independently process.