Objective Resources Assessment Standards Unit Concept Timeline

Our Community Members are. Active Christians Life Long Learners Effective Communicators Responsible Citizens Self Aware Individuals Tricia Sztan Unit 1: Numeration Total Time (with summative assessment): 1s Performance Assessment: SWBAT use data from a trip to answer questions about planning a vacation. Lesson Topic/ Mastery? 1. Hundreds Master 2. Thousands 3. Greater Numbers Objective Resources Assessment Standards Unit Concept Timeline Students will read and write numbers in the hundreds. Students will read and write numbers in the thousands. Students will read and write numbers in the ten and hundred thousands. 1. envision Math book (student and editions) Review 2.NBT.1 2 Place Value (See above) (See above) Prepares for 4.NBT.1 2 Place value (See above) (See above) Prepares for 3.NBT.1 and 3.NBT.2 2 Place Value

4. Ways to Name Numbers Master Students will use ordinal numbers to show the order of people or objects. They will name numbers in different ways. Tricia Sztan (See above) (See above) Prepares for 4.NBT.2 2 Place Value 5. Comparing Numbers Students will compare 3 digit and 4 digit whole numbers. (See above) (See above) 3.NBT.1 Use place value understanding to round whole numbers to the nearest 10 or 100. 2 Place Value Master 6. Ordering Numbers Master 7. Counting Money 8. Making Change 9. Problem Solving: Make an Organized List Students will order 3 digit and 4 digit whole numbers. Students will find the value of money, including $5 and $1 bills, half dollars, quarters, dimes, nickels and pennies. Students will use coins and bills to figure out the change hey should receive after purchasing an item. Students will make an organized list to represent information given in a problem. (See above) (See above) 3.NBT.1 2 Place Value (See above) (See above) Reviews 2.MD.8 2 Place Value (See above) (See above) Reviews 2.MD.8 2 Place Value (See above) (See above) 3.NBT.1 2 Place Value

Unit 2: Adding Whole Numbers Total Time (with summative assessment): 12 days Performance Assessment: SWBAT analyze data and plan a route for the class using a map and distances of routes. Lesson Topic Objective Resources Assessment Standards Unit Concept Timeline 1. Addition Meaning and Properties. 1. envision Math book (student and editions) Master Students use concrete materials and concepts of addition to model the Communicative, Associative, and Identity Properties of Addition. 3.OA.9 Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations. 3.NBT.2 Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between 1 Multi Digit 2. Adding on a Hundred Chart Master Students use a hundred chart to add two digit numbers and develop mental math strategies. (See above) (See above) 3.OA.9 1 Multi Digit

3. Using Mental Math to Add Students solve problems by adding with mental math. (See above) (See above) Prepares for 3.NBT.2 1 Multi Digit 4. Rounding Master 5. Estimating Sums 6. Adding 2 Digit Numbers Students round two digit and three digit whole numbers to the nearest ten or hundred by comparing to the number halfway between or by using place value. Students solve problems by estimating sums. Students add 2 digit numbers using paper and pencil methods and use addition to solve problems. (See above) (See above) 3.NBT.1 1 Multi Digit (See above) (See above) Prepares for 3.NBT.2 1 Multi Digit (See above) (See above) 3.NBT.2 1 Multi Digit 7. Models for Adding 3 Digit Numbers Students add 3 digit numbers using place value blocks or pictures and record the results using the standard addition algorithm. (See above) (See above) 3.NBT.2 1 Multi Digit 8. Adding 3 Digit Numbers Students add 3 digit numbers using paper and pencil methods and use addition to solve problems. (See above) (See above) 3.NBT.1 3.NBT.2 3.OA.8 Solve two step word problems using the four operations. 1 Multi Digit

9. Adding 3 or More Numbers Check 10. Problem Solving: Draw a Picture Students add 3 or more 2 and/or 3 digit numbers using paper and pencil methods and use addition to solve problems. Students draw a picture to solve a problem. 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. (See above) (See above) 3.NBT.2 3.OA.8 (See above) (See above) 3.NBT.2 3.OA.8 3.MD.3 Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories Solve one and two step how many more and how many less problems using information presented in scaled bar graphs. 1 Multi Digit 1 Multi Digit Unit 3: Subtraction Number Sense Total Time (with summative assessment): 7 days

Performance Assessment: SWBAT examine data in a shopping list and answer questions regarding the supplies needed for the school carnival. Lesson Topic Objective Resources Assessment Standards Unit Concept Timeline 1. Subtraction 1. envision Math book Reviews 2.OA.5 and 2.NBT.5 Meanings (student and editions) Master 2. Subtracting on a Hundred Chart Master 3. Using Mental Math to Subtract Students recognize situations when subtraction is used to solve a problem and write number sentences. Students will use a hundred chart to subtract 2 digit numbers and develop mental math strategies. Students will solve problems by subtracting with mental math. 1 Multi Digit (See above) (See above) Reviews 2.OA.5 1 Multi Digit (See above) (See above) Prepares for 3.NBT.2 1 Multi Digit 4. Estimating Differences 5. Problem Solving: Reasonableness Students will solve problems by estimating differences. Students will solve word problems and check their answers for reasonableness. (See above) (See above) Prepares for 3.NBT.2 1 Multi Digit (See above) (See above) 3.NBT.2 3 3.OA.8 Unit 4: Subtracting Whole Numbers to Solve Problems

Total Time (including summative assessment): 8 days Performance Assessment: SWBAT examine data given about tickets and prizes at a video arcade, and make a prize log to show the amount of tickets they would have left after purchasing certain prizes. Lesson Topic Objective Resources Assessment Standards Unit Concept Timeline 1. Models for Subtracting 2 Digit Numbers 1. envision Math book (student and editions) 3.NBT.2 1 Multi Digit 2. Subtracting 2 Digit Numbers Students subtract 2 digit numbers using place value blocks or pictures and record the results using the standard subtraction algorithm. Students subtract 2 digit numbers using paper and pencil methods and use subtraction to solve problems. (See above) (See above) 3.NBT.2 1 Multi Digit 3. Models for Subtracting 3 Digit Numbers Students subtract 3 digit numbers using place value blocks or pictures and record the results using the standard subtraction algorithm. (See above) (See above) 3.NBT.2 3.OA.8 1 Multi Digit 4. Subtracting 3 Digit Numbers Students subtract 3 digit numbers using paperand pencil methods and use subtraction to solve problems. (See above) (See above) 3.NBT.2 3.OA.8 1 Multi Digit

5. Subtracting Across Zero Students subtract 3 digit numbers using paper and pencil methods and use subtraction to solve problems. (See above) (See above) 3.NBT.2 1 Multi Digit 6. Problem Solving: Draw a Picture and Write a Number Sentence Students solve problems by writing a number sentence based on a picture they have drawn describing the problem. (See above) (See above) 3.NBT.1 3.OA.8 3.MD.3 1 Multi Digit Unit 5: Meanings and Facts Total Time (including summative assessment): 12 days Performance Assessment: SWBAT compare data regarding boxes of cards and the price of each box, and use the information to decide how many boxes they need to sell to raise money for the soccer team.

Lesson Topic Objective Resources Assessment Standards Unit Concept Timeline 1. as Repeated Addition 1. Envision Math book (student and editions) 3.OA.1 Interpret products of whole numbers. Students will write multiplication number sentences for given equal group situations, using the X symbol. 3.OA.3 Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays and measurement quantities. 2. Arrays and Students will write multiplication sentences for arrays, use arrays to find products, and use the Commutative Property of. 3.OA.5 Apply properties of operations as strategies to multiply and divide. (See above) (See above) 3.OA.1 3.OA.3 3.OA.4 Determine the unknown whole number in a multiplication or division equation relating three whole numbers. 3.OA.5 Apply properties of operations as strategies to multiply and divide. 3.OA.9 3.MD.7.b Multiply side lengths to find areas of rectangles with whole number side lengths in

3. Using to Compare Students will use models and write multiplication sentences to compare amounts. the context of solving real world and mathematical problems, and represent whole number products as rectangular areas in mathematical reasoning. (See above) (See above) 3.OA.1 3.OA.3 4. Writing Stories Students will write math stories for given multiplication facts. (See above) (See above) 3.OA.1 3.OA.3 3.OA.5 5. Problem Solving: Writing to Explain 6. 2 and 5 as Factors Students will use objects, words, pictures, numbers, and technology to provide a written explanation reflecting their understanding. Students will use patterns to multiply with 2 and 5 as factors. (See above) (See above) 3.OA.1 3.OA.3 3.OA.5 3.OA.9 (See above) (See above) 3.OA.3 3.OA.9 7. 10 as a Factor Students will use patterns to multiply with 10 as a factor. (See above) (See above) 3.NBT.3 Multiply one digit whole numbers by multiples of 10 in the range 10 90 using strategies based on place value and properties of operations.

3.OA.3 3.OA.8 8. 9 as a Factor Students will use patterns to multiply with 9 as a factor. 3.OA.9 (See above) (See above) 3.OA.3 3.OA.7 Fluently multiply and divide within 100 using strategies such as the relationship between multiplication and division or properties of operations. By the end of grade 3, know from memory all products of two one digit numbers. 3 3.OA.8 9. Multiplying with 0 and 1 Students will use patterns and properties to multiply with 0 and 1 as factors. 3.OA.9 (See above) (See above) 3.OA.3 3.OA.9 10. Problem Solving: Two Question Problems Students will solve for one problem and use the solution to complete a second problem. (See above) (See above) 3.OA.3 3.OA.8 Unit 6: Facts: Use Known Facts

Total Time (including summative assessment): 9 days Performance Assessment: SWBAT use bake sale information and apply their knowledge of multiplication to solve problems. Lesson Topic Objective Resources Assessment Standards Unit Concept Timeline 1. 3 as a Factor Students will use known 1. envision Math book 3.OA.3 facts to find products with (student and editions) 3 as a factor. 3.OA.8 3.MD.7.c Use tiling to show in a concrete case that the area of a rectangle with whole number side lengths a and b+c is the sum of axb and axc. Use area models to represent the distributive property in a mathematical reasoning. 2. 4 as a Factor Students will use known facts and doubles to find products with 4 s a factor. (See above) (See above) 3.OA.3 3.OA.5 3.OA.8 3. 6 and 7 as Factors 4. 8 as a Factor Students will use known facts to find products with 6 and 7 as factors. Students will use known facts and doubles to find 3.MD.7.c (See above) (See above) 3.OA.3 3.OA.8 3.MD.7.c (See above) (See above) 3.OA.3 3.MD.7.c

5. 11 and 12 as Factors 6. Multiplying with 3 Factors 7. Problem Solving: Multiple Step Problems products with 8 as a factor. Students will use patterns to multiply with 11 and 12 as factors. Students will multiply three numbers and use the Associative Property of Students will solve multiple step problems. (See above) (See above) 3.OA.1 3.OA.3 3.OA.9 (See above) (See above) 3.OA.3 3.OA.5 (See above) (See above) 3.OA.3 3.OA.8 3.MD.8 Solve real world and mathematical problems involving perimeters of polygons, including finding the perimeter given the side lengths finding an unknown side length and exhibiting rectangles with the same perimeter and different areas or with the same area and different perimeters.

Unit 7: Division Meanings Total Time (including summative assessment): 7 days Performance Assessment: SWBAT create a chart using division to display what a rock collection might look like in different scenarios. Lesson Topic Objective Resources Assessment Standards Unit Concept Timeline 1. Division as 1. envision Math book Sharing (student and editions) 2. Understanding Remainders 3. Division as Repeated Subtraction Students will use models to solve division problems involving sharing and record solutions using division number sentences. Students will learn that when dividing, there may be some left over called a remainder. Students will use models to solve division problems involving repeated subtraction and record solutions using division number sentences. 3.OA.3 3.OA.4 (See above) (See above) 3.OA.2 3.OA.2 Interpret whole number quotients of whole numbers. 3.OA.3 (See above) (See above) 3.OA.2 3.OA.3 3.OA.4

4. Writing Division Stories 5. Problem Solving: Use Objects and Draw a Picture Students will write and solve number stories involving division. Students will solve problems by using objects and drawing a picture. Unit 8: Division Facts (See above) (See above) 3.OA.3 3.OA.4 (See above) (See above) 3.OA.3 3.OA.8 3.MD.8 3 Total time (including summative assessment): 8 days Performance Assessment: SWBAT use division to organize data about putting stamps in an album for display. Lesson Topic Objective Resources Assessment Standards Unit Concept Timeline 1. Relating 1. envision Math book (student and editions) 3.OA.3 3.OA.4 2. Fact Families with 2, 3, 4 and 5 Students will give a multiplication fact, state a related division fact and vice versa. Students will give quotients for division facts with divisors of 2, 3, 4 or 5. 3.OA.7 (See above) (See above) 3.OA.2 3.OA.3 3.OA.4 3.OA.6 4 Relationship between multiplication and division 4 Relationship between multiplication and division

Understand division as an unknown factor problem. 3. Fact Families with 6 and 7 4. Fact Families with 8 and 9 5. Dividing with 0 and 1 6. Problem Solving: Draw a Picture and Write a Number Sentence Students will give quotients for division facts with divisors of 6 and 7. Students will give quotients for division facts with divisors of 8 and 9. Students will use patterns and fact families to find answers to division facts with 0 and 1. Students will solve division problems involving sharing and repeated subtraction by drawing a picture and writing a number sentence. 3.OA.7 (See above) (See above) 3.OA.3 3.OA.6 3.OA.7 (See above) (See above) 3.OA.3 3.OA.6 3.OA.7 (See above) (See above) 3.OA.3 3.OA.4 4 Relationship between multiplication and division 4 Relationship between multiplication and division 4 Relationship between multiplication and division (See above) (See above) 3.OA.3 4 Relationship between multiplication and division Unit 9: Patterns and Relationships Total Time (including summative assessment): 10 days Performance Assessment: SWBAT create a tower using pattern blocks.

Lesson Topic Objective Resources Assessment Standards Unit Concept Timeline 1. Repeating 1. envision Math book 3.OA.9 Patterns (student and editions) 2. Number Sequences 3. Extending Tables 4. Writing Rules for Situations Students will identify and extend repeating geometric or repeating number patterns. Students will identify and extend whole number patterns involving Students will extend tables of ordered airs for situations involving multiplication, addition, or Students will find a rule and extend the table, given a table of number pairs. 1 Multi Digit subtraction (See above) (See above) 3.OA.9 1 Multi Digit subtraction (See above) (See above) 3.OA.9 1 Multi Digit subtraction (See above) (See above) Extends 3.OA.9 1 Multi Digit subtraction 5. Translating Words to Expressions Students will translate words or situations to expressions. (See above) (See above) Extends 3.OA.9 1 Multi Digit subtraction 6. Geometric Patterns Students will extend patterns of cubes or tiles. (See above) (See above) 3.OA.9 1 Multi Digit subtraction 5 Geometry

7. Equal or Unequal 8. Problem Solving: At It Out and Use Reasoning Students will compare expressions to determine if they are equal or unequal. Students will use the strategies Act It Out and Use Reasoning to solve problems. (See above) (See above) 1 Multi Digit subtraction (See above) (See above) 1 Multi Digit subtraction Unit 10: Solids and Shapes Total time (including summative assessment): 10 days Performance Assessment: SWBAT use their knowledge of 3 dimensional shapes in order to create a chart describing the amount of flat surfaces, edges, and vertices in each solid figure contained in the diagram. Lesson Topic Objective Resources Assessment Standards Unit Concept Timeline 1. Solid Figures Check Students will identify solid figures by name and describe their attributes. 1. envision Math book (student and editions) Reviews 1.G.2 5 Geometry

2. Relating Solids and Shapes 3. Lines and Line Segments Check 4. Angles 5. Polygons Check 6. Triangles Students will identify shapes related to given solids. Students will identify lines and line segments and explore their different relationships. Students will identify and classify angles in relation to right angles. Students will identify and classify polygons. Students will identify and classify triangles. Tricia Sztan (See above) (See above) Reviews 1.G.2 5 Geometry (See above) (See above) Prepares for 4.G.1 5 Geometry (See above) (See above) Prepares for 4.G.1 5 Geometry (See above) (See above) 3.G.1 Understand that shapes in different categories may share attributes and that the shared attributes can define a larger category. Recognize rhombuses, rectangles, and squares as examples of quadrilaterals that do not belong to any of these subcategories. 5 Geometry (See above) (See above) 3.G.1 5 Geometry

7. Quadrilaterals Students will identify and classify quadrilaterals. Tricia Sztan (See above) (See above) 3.G.1 5 Geometry 8. Problem Solving: Make and Test Generalizations Students will identify commonalities among objects or situations to make and test generalizations. (See above) (See above) 3.G.1 5 Geometry Unit 12: Understanding Fractions Total time (including summative assessment): 12 days Performance Assessment: SWBAT create tile designs using their knowledge of fractions.

Lesson Topic Objective Resources Assessment Standards Unit Concept Timeline 1. Dividing Regions into Equal Parts 1. envision Math book (student and editions) 7 Fractions 2. Fractions and Regions 3. Fractions and Sets 4. Benchmark Fractions Students will identify regions that have been divided into equal sized parts and divide regions into equal sized parts. Students will associate the model, symbol and words used to describe a fractional part of a whole region. Students will associate the model, symbol and words used to describe a fractional part of a set. Students use benchmark fractions to estimate fractional parts. 3.NF.1 Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b. 3.G.2 Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole. (See above) (See above) 3.NF.1 7 Fractions (See above) (See above) 3.NF.1 7 Fractions (See above) (See above) 3.NF.2.a Represent a fraction 1/b on a number line diagram by defining the interval from 0 to 1 as the whole and partitioning it into b equal parts. Recognize that each part has size 1/b and that the endpoint of the part based at 0 locates the number 1/b on the number line. 7 Fractions

5. Finding Equivalent Fractions Students will use models to find equivalent fractions. (See above) (See above) 3.NF.3 Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size. 7 Fractions 3.NF.3.a Understand two fractions as equivalent if they are the same size, or the same point on a number line. 6. Using Models to Compare Fractions Students will use models to compare fractions. 3.NF.3.b Recognize and generate simple equivalent fractions. Explain why the fractions are equivalent. (See above) (See above) 3.NF.3 3.NF.3.a 3.NF.3.b 7 Fractions 7. Fractions on the Number Line Check Students will find and write fractions and mixed numbers on a number line. Students will compare and order fractions and mixed numbers. (See above) (See above) 3.NF.2 Understand a fraction as a number on the number line; represent fractions on a number line diagram. 3.NF.2.a 7 Fractions 3.NF.2.b Represent a fraction a/b on a number line diagram by making off a lengths 1/b from 0. Recognize that the resulting interval has size a/b and that its endpoint locates

8. Using Models to Add Fractions 9. Using Models to Subtract Fractions 10. Problem Solving: Make a Table and Look for a Pattern Students will add fractions with like denominators, using models. Students will subtract fractions with like denominators, using models. Students will make a table and look for a pattern to solve a problem. Tricia Sztan the number a/n on the number line. 3.NF.3.a (See above) (See above) Prepares for 4.NF.3.a 7 Fractions (See above) (See above) Prepares for 4.NF.3.a 7 Fractions (See above) (See above) 3.OA.3 7 Fractions Unit 14: Customary Measurement Total time (including summative assessment): 8 days Performance Assessment: SWBAT analyze questions involving customary measurement using real life examples of construction and cooking.

Lesson Topic Objective Resources Assessment Standards Unit Concept Timeline 1. Understanding Measurement 1. envision Math book (student and editions) Prepares for 3.MD.2 6 Measurement 2. Fractions of an Inch Students will understand the measurement process and the need for standard units. Students learn to measure length with nonstandard units and to the nearest inch. Students will measure length to the nearest ½ inch and to the nearest ¼ inch. (See above) (See above) 3.MD.4 Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units whole numbers, halves, or quarters 6 Measurement 3. Using Inches, Feet, Yards and Miles 4. Customary Units of Capacity Students will choose an appropriate unit, estimate, and measure in feet, yards, and miles. Students will convert units among inches, feet and yards. Students will choose an appropriate unit and tool, estimate, and measure in cups, pints, quarts and gallons. Students will identify objects that hold about a cup, a pint, a quart, or a gallon. (See above) (See above) 3.MD.2 Measure and estimate liquid volumes and masses of objects using standard units of grams, kilograms, and liters. Add, subtract, multiply or divide to solve one step word problems involving masses or volumes that are given in the same units. 6 Measurement (See above) (See above) 3.MD.2 6 Measurement

5. Units of Weight 6. Problem Solving: Act it Out and Use Reasoning Students will choose an appropriate unit and tool, estimate, and measure in ounces, pounds and tons. Students identify objects that weigh about an ounce, a pound or a ton. Students will solve problems by acting out the information given by using their reasoning skills. Tricia Sztan (See above) (See above) 3.MD.2 6 Measurement (See above) (See above) 3.MD.2 6 Measurement Unit 15: Metric Measurement Total time (including summative assessment): 7 days Performance Assessment: SWBAT analyze data about metric measurements in order to answer questions about making jewelry. Lesson Topic Objective Resources Assessment Standards Unit Concept Timeline 1. Using Centimeters and Decimeters Students will estimate and measure lengths in centimeters. 1. envision Math book (student and editions) 3.MD.2 6 Measurement

2. Using Meters and Kilometers 3. Metric Units of Capacity 4. Units of Mass 5. Problem Solving: Make a Table and Look for a Pattern Students will choose an appropriate unit, estimate and measure in meters and kilometers. Students convert units among kilometers, meters, centimeters and millimeters. Students will choose an appropriate unit and tool, estimate and measure in millimeters and liters. Students identify objects that hold about a liter or a milliliter. Students choose appropriate unit and tool, estimate and measure in grams and kilograms. Students identify objects with a mass of about one gram or one kilogram. Students make a table and look for a pattern in order to solve a problem. Tricia Sztan (See above) (See above) 3.MD.2 6 Measurement (See above) (See above) 3.MD.2 6 Measurement (See above) (See above) 3.MD.2 6 Measurement (See above) (See above) 3.MD.2 6 Measurement Unit 16: Perimeter, Area and Volume Total time (including summative assessment): 10 days

Performance Assessment: SWBAT design a rug based on criteria given, using their knowledge of area and perimeter. Lesson Topic Objective Resources Assessment Standards Unit Concept Timeline 1. Understanding Perimeter Students will use standard units to find the perimeter of a shape. 1. envision Math book (student and editions) 3.MD.8 4 Measurement 2. Perimeter of Common Shapes Students will use standard units to find the perimeter of a shape. (See above) (See above) 3.MD.8 4 Measurement 3. Different Shapes with the Same Perimeter 4. Problem Solving: Try, Check, Revise Students will match shapes to a given perimeter and learn that different shapes can have the same perimeter. Students will solve a problem through the process of try, check and revise. (See above) (See above) 3.MD.8 4 Measurement (See above) (See above) 3.NBT.2 4 Measurement 5. Understanding Area Check Students will use concrete and pictorial models of square units to determine the area of two dimensional surfaces. (See above) (See above) 3.MD.5 Recognize area as an attribute of plane figures and understand concepts of area measurement. 3.MD.5.a 4 Measurement

6. Estimating and Measuring Area Check 7. Volume Check 8. Problem Solving: Solve a Simpler Problem Students will estimate and find the area of irregular shapes drawn on a grid or with square units shown. Students will find the volume of solid figures constructed of cubes. Students will solve complex problems asking for the area of irregular shapes. 3.MD.8 (See above) (See above) 3.MD.6 Tricia Sztan A square with side length 1 unit, called a square unit, of area, and can be used to measure area. 3.MD.5.b A plane figure, which can be covered without gaps or overlaps by n unit squares is said to have an area of n square units. 3.MD.6 Measure areas by counting unit squares. 3.MD.7 Relate area to the operations of multiplication and addition. 3.MD.7 4 Measurement (See above) (See above) Previews 5.MD.3 4 Measurement (See above) (See above) 3.MD.7 3.MD.7.b 3.MD.7.d Recognize area as additive. Find areas of rectilinear figures by decomposing them into non overlapping rectangles and adding the areas of the non overlapping 4 Measurement

parts, applying this technique to solve real world problems. Unit 17: Time and Temperature Total time (including summative assessment): 8 days Performance Assessment: SWBAT use their knowledge of time and temperature to apply to scenarios of elapsed time, and temperature. Lesson Topic Objective Resources Assessment Standards Unit Concept Timeline 1. Time to the Half Hour and Quarter Hour 1. envision Math book (student and editions) 4 Measurement 2. Time to the Minute 3. Units of Time Students will tell time to the nearest half hour and quarter hour using analog and digital clocks, and identify times as A.M. or P.M. Students will tell time to the nearest minute using analog and digital clocks. Students will perform simple conversions for units of time. 3.MD.1 Tell and write time to the nearest minute and measure time intervals in minutes. Solve word problems involving subtraction of time intervals in minutes. (See above) (See above) 3.MD.1 4 Measurement (See above) (See above) 3.MD.1 4 Measurement 4. Elapsed Time Students will find elapsed time in intervals of minutes. (See above) (See above) 3.MD.1 4 Measurement

5. Temperature 6. Problem Solving: Work Backward Students will read temperatures on Fahrenheit and Celsius thermometers, and determine appropriate temperatures for given activities. Students will use the strategy work backward to solve problems. (See above) (See above) 3.MD.1 4 Measurement (See above) (See above) 3.MD.1 4 Measurement Unit 19: Dividing with 1 Digit Numbers Total time (including summative assessment): 8 days Performance Assessment: SWBAT analyze data in a chart and use division to solve problems about a making jewelry. Lesson Topic Objective Resources Assessment Standards Unit Concept Timeline 1. Mental Math Students will use known multiplication patterns to divide multiples of 10,100 and 1,000 by a 1 digit number. 1. envision Math book (student and editions) 3.OA.6 Understand division as an unknown factor problem.

2. Estimating Quotients Check Students will use compatible numbers to estimate quotients. (See above) (See above) Prepares for 3.OA.7 3. Connecting Models and Symbols 4. Dividing 2 Digit Numbers Students will use place value blocks and an algorithm to divide 2 digit numbers by 1 digit numbers. Students will divide 2 digit numbers by 1 digit numbers using paper and pencil. (See above) (See above) 3.OA.2 (See above) (See above) 3.OA.7 5. Dividing with Remainders 6. Problem Solving: Multiple Step Problems Students will use arrays and the division algorithm to divide numbers with a remainder. Students will use previously learned skills to solve multiple step problems. (See above) (See above) Prepares for 4.OA.3 (See above) (See above) 3.OA.8 Unit 20: Data, Graphs and Probability

Total time (including summative assessment): 1s Performance Assessment: SWBAT poll their classmates about a question and make a graph based on their results. Lesson Topic Objective Resources Assessment Standards Unit Concept Timeline 1. Organizing 1. envision Math book 6 Measurement Data (student and editions) 2. Reading Pictographs and Bar Graphs Master Students will use tally charts to record and organize survey data. Students will read and interpret data from a pictograph and a bar graph. (See above) (See above) 3.MD.3 6 Measurement 3. Making Pictographs Master 4. Making Bar Graphs Master 5. Ordered Pairs and Line Graphs Students will make a pictograph from a table or tally chart. Students will make a bar graph to represent the data in a table or tally chart. Students will locate points on a coordinate grid and read and use line graphs. (See above) (See above) 3.MD.3 6 Measurement (See above) (See above) 3.MD.3 6 Measurement (See above) (See above) 6 Measurement

Check 6. How Likely? 7. Outcomes and Experiments 8. Line Plots and Probability 9. Problem Solving: Use Tables and Graphs to Draw Conclusions Students will describe events as likely, unlikely, impossible, or certain. Students will compare the likelihood of events using the terms for likely, less likely, equally likely, and least likely. Students will predict the results of a probability experiment, conduct the experiment, and compare the results to the prediction. Students will use a line plot to organize the results of a probability experiment and to predict future events. Students will solve problems by using tables and graphs to draw conclusions. Tricia Sztan (See above) (See above) 6 Measurement (See above) (See above) 6 Measurement (See above) (See above) Extends 3.MD.4 6 Measurement (See above) (See above) 3.MD.3 6 Measurement ***Units 11, 13, and 18 will be included if time permits in the school year. None of the standards are covered in these chapters that have not already been learned in previous units.***