3rd Grade Mathematics – Scope and Sequence – MSD of Pike Township

Purpose Statement
The purpose of this scope and sequence document is to ensure that MSD of Pike Township has a viable and guaranteed Mathematics curriculum. It is meant to provide the foundational skills, strategies, and concepts necessary for our students to leave
Pike Township college and career ready. Please remember that this scope and sequence is based on the Indiana Academic Standards and the typical progress of students. Use your professional judgment when addressing the individual needs of your
students. If you need to shorten or lengthen a unit, then do so based on mastery of standards, evidence from your classroom assessments and professional observations. Always consider the students’ need and interest as well as social studies and
science content area topics to guide your units of study. Collaborate with your instructional coach and school librarian to plan and implement the units of study, mini-lesson ideas, and instructional resources.
Components Included in the Scope and Sequence
Mathematics Content Process Standards for Mathematics
As you work with your students, please remember the following: As you work with your students, please remember the following:
 Students are expected to apply the math they previously learned as they progress through the year and to the next level.  The Process Standards for Mathematics are the “how” when delivering mathematics instruction. They rely on students
 Math content builds on previous lessons and years, but students learn in different ways and take different paths to learn communicating with each other about mathematics in order to learn mathematics.
concepts. Provide them with many opportunities every day to tackle and master math content in their world.  The Process Standards for Mathematics are expected student behaviors.
 The workshop model for Reading and Writing is applicable to Mathematics as well. Use your knowledge of creating mini- 1. Make sense of problems and persevere in solving them.
lessons, allowing for independent and collaborative work time (problem solving), small group instruction, conferring, etc. to 2. Reason abstractly and quantitatively.
guide your math instruction. 3. Construct viable arguments and critique the reasoning of others.
 All students are mathematicians. Find ways to allow our students to make true connections with math content. 4. Model with mathematics.
 Math instruction should incorporate reading and writing daily. 5. Use appropriate tools strategically.
 Fluency Expectation: 6. Attend to precision.
o Fluently add and subtract within 1000. 7. Look for and make use of structure.
o Fluently multiply using factors 0 – 10 and use the corresponding division facts. 8. Look for and express regularity in repeated reasoning.

Each Component Includes:

Essential Goals Priority Standards Strategies/Skills Academic Vocabulary Possible Instructional Resources Scaffolding Support
These goals define the necessary habits, The Indiana Academic Standards listed The strategy and skill focus gives guidance Academic vocabulary includes the Professional and mentor text ideas Ideas for scaffolding support for striving
skills, and dispositions we want students represent the priority standards for the for mini-lesson topics and ideas. It also words that are needed to understand are suggested in this section. mathematicians, English learners and
to know and be able to do when the unit. Other standards may be taught gives ideas for teaching strategies you the content. You will also teach other Additionally, this is where you will Exceptional Learners are provided.
unit is completed. explicitly or implicitly. might rely upon for instruction. The goal is vocabulary throughout the rest of your find your connection to the Go Math Please use your available resources to
for students to gain understanding of these day. Assessment vocabulary should be resources. Ask your school librarian differentiate for students. Ask your
skills/strategies by the end of the unit. integrated throughout the year. They and/or instructional coach for building resource teachers for
should be explicitly taught and used assistance in this area also! assistance if needed.
regularly.
Testing Vocabulary to be Taught Throughout the Year
Best: “Which statement BEST describes the two shapes?” Although more than one option might make sense, students will need to choose one that is better than all the others.
Choose: “Choose TWO fractions that are greater than 0.50.” Students will be asked to choose one or more items that fit the criteria.
Complete: “Complete the table by filling in the missing numbers.” Students may be asked to complete tables, graphs, and/or statements.
Define the Variable: Students should be able to provide a precise description of a variable used in an equation.
Enter: “Enter the product. 214 x 12”. Students will be asked to enter items. This means they type the answer in the appropriate place.
Greatest: “What is the GREATEST number of hats Sarah can buy?”
Identify: “Identify all errors in Jenna’s work.” Students will need to choose one or more items that fit the criteria.
In ALL: “How much money does Amy spend IN ALL?” Students will need to give a total. This does not mean to simply apply an operation, though. Students will need to read critically to determine the operation(s) that make(s) sense.
More/Fewer: “How many MORE stickers does Jimmy need to complete his collection?” Students will need to compare two quantities and determine how much more or less one quantity is than another.
Plot: “Plot an X on the line plot to represent Eric’s data.” Students will need to place data points on a coordinate grid, data display, or number line.
Represent: “Represent 0.20 as a fraction.” Students will need to be able to translate between different forms of the same concept (i.e. fractions and decimals, equivalent fractions, equivalent expressions).
Select: “Select the shape(s) that match the given attributes.” Students will need to choose one or more items that fit the criteria.
Shade: “Shade squares in the grid that represents the given fraction.” Students will need to fill in the appropriate amount
Show All Work: Students will need to show all work needed to solve problems in order to receive full credit.
Solve/Evaluate: “Solve. 145 + 82” or “Evaluate. 145 + 82” Students will need to give an answer for the test item.
Use Word, Numbers and/or Symbols: “Use words, numbers, and/or symbols to support your answer.” Students will need to explain their ideas clearly using math words, numbers or symbols. It should include evidence from the problem and student work.

2020 - 21 Scope and Sequence – 3rd Math 1 revised 7/15/2020

 3rd Grade Mathematics – Scope and Sequence – MSD of Pike Township
Quarter 1 Priority Academic
Essential Goals Strategies/Skills Possible Instructional Resources Differentiation:
Weeks 1 – 5 Standards Vocabulary
Unit 1:  Mathematicians write about and share their 3.NS.1  Introduce procedures and routines. add “First 20 Days” Spiral review:
thinking. 3.NS.2  Help students to see they are mathematicians. compatible resources/examples/ideas on P: Drive -2.NS.1, 2.NS.2, 2.CA.1
Introducing 3.NS.9 numbers
 Mathematicians show their work.  Write about and discuss math concepts daily.
digit Go Math:
your Math  Mathematicians ask questions of themselves, 3.AT.1  Reinforce there are multiple ways to find solutions to problems. Prerequisite Skills:
equal to IN Success Lessons: 1.0a, 1.0b, 1.0c, 1.0d
Block and others, and the world around them.  Compare two whole numbers up to 10,000 using relational symbols equivalent forms  Knowledge of basic addition
Optional Lesson: 1.1
 Mathematicians find math ideas in their world. (less than, greater than, equal to). estimate and subtraction facts.
Place  Mathematicians use words, models, and  Round whole numbers to the nearest 10 or 100. even Weeks of Inspirational Math
Value/Number expanded form to represent numbers up to  Distinguish between place value and place. expanded form https://www.youcubed.org/week- Scaffolding Support
Sense – Whole 10,000.  Distinguish between digit, number, and numeral.
explain inspirational-math/ (ELL; SPED; Striving Learners)
Numbers greater than  Go Math: differentiation
 Mathematicians understand place value in  Compose and decompose whole numbers up to 10,000. Illustrative Mathematics Tasks:
hundreds
order to write any number up to 10,000 in  Estimate sums and differences to determine reasonableness of a materials
less than (www.illustrativemathematics.org)
various combinations. solution. mathematicians  Open ended problems with
Rounding to the Nearest 10 and 100
 Mathematicians understand how to round  Use mental math strategies, daily, to improve number sense and procedures multiple entry points
(3.NS.9)
whole numbers to the nearest 10 and 100. understanding. routines  Written instructions
Classroom Supplies (3.C.1)
 Mathematicians use estimation to decide  Solve real-world addition and subtraction problems within 1,000 model  Small group instruction
whether answers are reasonable in their notation Learning Math in the Intermediate Grades  Graphic Organizers
(using equations and expressions). number line
problems. (Madison MSD)  Manipulatives
numeral https://mathweb.madison.k12.wi.us/files/mat
odd  Encourage multiple ways to
h/LMIGcomplete.pdf
*text does not emphasize larger numbers (1,000 ones solve problems
– 10,000) be sure to include large numbers in pattern  Provide models of finished
your daily work with students. place value Good Questions for Math Teaching products
Process  Mathematicians progress from concrete to PS. 2  Compose and decompose numbers using equations and expressions. round Place Value (p. 34-36)  Provide picture support
Standards for pictorial to more abstract reasoning. PS. 5  Make connections and find patterns between different forms of standard form Counting & Ordering (p. 37-39)  Ask all students to show their
Mathematics PS. 7 strategies
 Mathematicians explain the meaning of the numbers (standard form, expanded form, word form, decomposed, strategies while explaining
subtract
symbols they choose. etc.). sum Inside Mathematics:  Send home games to practice
 Mathematicians strategically choose tools to  Use number lines, fact families, place value charts and other tools to ten thousands A Question of Numbers (3.C.1/PS1, PS6) specific skills
solve problems. make sense of the structure of the number system. Explain how the tens http://www.insidemathematics.org/ass
 Mathematicians look closely to discern a tool helped to make connections. thousands ets/common-core-math-
pattern or structure for the base-ten number tasks/a%20question%20of%20numbers.
system. pdf
Mentor Text(s)
A Place for Zero
A Million Dots
Even Steven and Odd Todd
A Million Fish…More or Less
How Much is a Million?
If You Made a Million
3.NS.1: Read and write whole numbers up to 10,000. Use words, models, standard form and expanded form to represent and show equivalent forms of whole numbers up to 10,000.
3.NS.2: Compare two whole numbers up to 10,000 using >, =, and < symbols.
3.NS.9: Use place value understanding to round 2- and 3-digit whole numbers to the nearest 10 or 100.
3.AT.1: Solve real-world problems involving addition and subtraction of whole numbers within 1000 (e.g., by using drawings and equations with a symbol for the unknown number to represent the problem).
2.NS.1: Count by ones, twos, fives, tens and hundreds up to at least 1,000.
2.NS.2: Read and write whole numbers up to 1,000. Use words, models, standard form and expanded form to represent and show equivalent forms of whole numbers up to 1,000.
2.CA.1: Add and subtract fluently within 100.

2020 - 21 Scope and Sequence – 3rd Math 2 revised 7/15/2020

 3rd Grade Mathematics – Scope and Sequence – MSD of Pike Township
Quarter 1 Priority Academic
Essential Goals Strategies/Skills Possible Instructional Resources Differentiation:
Weeks 6 – 9 Standards Vocabulary
Unit 2:  Mathematicians interpret in picture graphs, bar 3.DA.1  Create scaled picture graphs, bar graphs, and frequency tables. add Go Math: Spiral review:
graphs, and frequency tables. 3.AT.1  Collect data through observations, surveys, and experiments (with bar graph Chapter 1 3.NS.1, 3.NS.9, 2.CA.1
Addition and  Mathematicians collect and record data from 3.AT.3 several categories). compare Chapter 2
Prerequisite Skills:
Subtraction observations, surveys, and scientific 3.C.1  Solve one- and two- step “how many more” and “how many less” conclusions IN Success Lessons: 2.1a, 2.7a
Strategies data  Knowledge of basic addition
experiments. problems regarding the data.
with defend Illustrative Mathematics Tasks: and subtraction facts
 Mathematicians use addition and subtraction to  Make predictions based on the data.
Data Displays describe (www.illustrativemathematics.org)  Skip counting
solve multi-step real-world problems.  Create and solve equations using addition and subtraction of whole
difference Classroom Supplies (3.DA.1)  Identifying (subitizing) whole
 Mathematicians use estimation to decide numbers.
experiment numbers to 20
whether answers are reasonable in their  Create and solve addition and subtraction equations within 1,000 for
problems. real-world problems. explain Learning Math in the Intermediate Scaffolding Support
 Solve addition and subtraction equations, with unknowns in all fewer Grades (Madison MSD) (ELL; SPED; Striving Learners)
places, for whole numbers up to 1,000. frequency table https://mathweb.madison.k12.wi.us/file  Go Math: differentiation
 Compose and decompose whole numbers up to 10,000. horizontal bar s/math/LMIGcomplete.pdf materials
 Estimate sums and differences to determine reasonableness of a graph  Open ended problems with
solution. investigate multiple entry points
key Good Questions for Math Teaching  Written instructions
 Use mental math strategies, daily, to improve number sense and
more Chance (p. 94-95)
understanding.  Small group instruction
observation
 Add and subtract within 1,000 fluently.  Graphic Organizers
observations Mentor Text(s)
 Manipulatives
picture graph Probably Pistachio
Process  Mathematicians create and use representations PS. 2  Create and use data displays to organize and record numeric and  Encourage multiple ways to
predictions The Best Vacation Ever
Standards for to organize, record, and communicate PS. 3 categorical data in meaningful ways. solve problems
scale Do YaWanna Bet?
Mathematics mathematical ideas. PS. 4  Read, interpret, and make predictions from picture graphs, bar  Provide models of finished
subtract Pigs at Odds
Problem  Mathematicians display, explain, and justify graphs, and frequency tables. products
sum A Very Improbably Story
Solving mathematical ideas and arguments using  Model real-world situations with graphs, equations, data, and tables.  Provide picture support
survey It’s Probably Penny
precise mathematical language in written or Use these mathematical models to help answer questions about the table Bad Luck Brad  Ask all students to show their
oral communication. situations. tally strategies while explaining
 Mathematicians apply mathematics to problems units Everyday Mathematics Teacher’s Guide  Send home games to practice
arising in everyday life, society, and the vertical bar to Games specific skills
workplace. graph
Inside Mathematics:
Adding Numbers (3.C.1, 3.C.5/PS1, PS6)
http://www.insidemathematics.org/ass
ets/common-core-math-
tasks/adding%20numbers.pdf

3.DA.1: Create scaled picture graphs, scaled bar graphs, and frequency tables to represent a data set—including data collected through observations, surveys, and experiments—with several categories. Solve one- and two-step “how many more” and “how
many less” problems regarding the data and make predictions based on the data.
3.AT.1: Solve real-world problems involving addition and subtraction of whole numbers within 1000 (e.g., by using drawings and equations with a symbol for the unknown number to represent the problem).
3.AT.3: Solve two-step real-world problems using the four operations of addition, subtraction, multiplication and division (e.g., by using drawings and equations with a symbol for the unknown number to represent the problem).
3.C.1: Fluently add and subtract whole numbers within 1000 using strategies based on place value, properties of operations, and relationships between addition and subtraction.

2020 - 21 Scope and Sequence – 3rd Math 3 revised 7/15/2020

 3rd Grade Mathematics – Scope and Sequence – MSD of Pike Township
Quarters 2 Priority Academic
Essential Goals Strategies/Skills Possible Instructional Resources Differentiation:
Weeks 10 -14 Standards Vocabulary
Unit 3:  Mathematicians understand and apply the inverse 3.C.2  Use multiple strategies for performing multiplication, including: equal sized addend Go Math: Spiral review:
relationship between multiplication and division. 3.C.3 groups, arrays, area models, equal jumps on a number line, repeated addition, addition Chapters 3, 4, 5, 6, 7 3.AT.1*, 3.AT.3*, 3.C.1*
Multiplication  Mathematicians represent the concepts of 3.C.4 and multiplication equations. arrays IN Success Lessons: 5.5a, 7.9a
& multiplication and division in many ways, in order to 3.C.5  Use multiple strategies for performing division, including: equal groups, associative Optional Lesson: 5.3, 5.4, 5.5 Prerequisite Skills:
Division develop a deep understanding. 3.C.6 partitioning, sharing, inverse of multiplication, bar models, arrays, repeated property Skip: Lesson 7.11 – 4th grade standard  Skip counting with 2’s and 5’s
 Mathematicians create, describe, and extend number 3.AT.2 subtraction, and division equations. commutative  Modeling repeated addition with
patterns using multiplication and addition. 3.AT.3  Understand the inverse relationship between multiplication and division. property Illustrative Mathematics Tasks: arrays
 Mathematicians use algebraic expressions and 3.AT.4  Understand and use the distributive, commutative, and associative properties distributive (www.illustrativemathematics.org)  Use “counting on” strategy and
equations to solve real-world problems. 3.AT.5 for multiplication. property Fish Tanks (3.C.4) number line to solve addition
3.AT.6  Understand the properties of 0 and 1 in division and multiplication. divide Markers in Boxes (3.C.4) problems.
 Explain the meaning of quotients and products. dividend Analyzing Word Problems Involving  Doubles and doubles plus one
 Create and solve equations or expressions using all four operations to division Multiplication (3.AT.2) facts
represent real-world problems. divisor Gifts from Grandma (3.AT.2)  Equal groups
 Determine the unknown whole number in a multiplication or division equation equal groups Interpretations of Division (3.AT.2)  Renaming groups of tens as
relating 3 whole numbers (unknown can be in any position). equation Valid Equalities? (3.C.5) hundreds
 Create, extend, and give appropriate rule for number patterns within 100. even Class Trip (3.AT.3)  Multiplication facts through 9
factors Stamp Collection (3.AT.3)  Counting back to subtract
hundreds  Inverse operations
 Represent the concept of multiplication and division in multiple ways.
identity property Learning Math in the Intermediate Grades
 Interpret whole number quotients of whole numbers.  Identifying missing factors
of (Madison MSD)
 Know and fluently use multiplication and corresponding division facts from 0
multiplication https://mathweb.madison.k12.wi.us/files/mat
to 10. Scaffolding Support
inverse operations h/LMIGcomplete.pdf
 Solve real-world multiplication problems within 100 using multiple strategies. (ELL; SPED; Striving Learners)
model
 Interpret rules for number patterns using multiplication.  Go Math: differentiation
multiple Inside Mathematics:
 Solve two step, real-world problems using all four operations. materials
multiplication Boxing the Pots (3.C.5, 3.AT.3/PS2, PS7)
 Interpret multiplication equations as equal groups.  Open ended problems with
multiply Houses in a Row (3.AT.3, 3.AT.6/ PS.4, PS.8)
Process  Mathematicians frequently check their work to make PS. 1  Provide contextual problems and time for students to solve real problems that number sentence multiple entry points
http://www.insidemathematics.org/performa
Standards for sure they are on the correct pathway. PS. 2 involve multiplying and dividing.  Written instructions
odd nce-assessment-tasks
Mathematics  Mathematicians check their estimation with the PS. 5  Explore multiple strategies for multiplication and division to help make sense ones  Small group instruction
Problem Solving calculation to determine if they are correct. PS. 8 of different strategies and contexts. patterns  Graphic Organizers
 Mathematicians use appropriate tools strategically.  Use number lines, fact families, place value charts, multiplication charts, bar place value Good Questions for Math Teaching  Manipulatives
 Mathematicians use place value and other strategies models, related facts and other tools to find patterns and make product Operations (p. 41-43)  Encourage multiple ways to
to create their own strategy for multiplying and generalizations about multiplication. quotient solve problems
dividing.  Write and evaluate algebraic and numerical expressions and equations for related facts Mentor Text(s)  Provide models of finished
 Mathematicians use symbols, expressions, and contextual problems, relating the solution(s) back to the original context. repeated addition Two of Everything products
equations to show their thinking.  Number work (rename any number within 1000 in various ways) strategy Divide & Ride  Provide picture support
structure Too Many Kangaroo Things to Do!  Ask all students to show their
subtraction A Remainder of One strategies while explaining
sum One Hundred Hungry Ants  Send home games to practice
tens Sea Squares specific skills
unknown Anno’s Magic Seeds
3.C.2: Represent the concept of multiplication of whole numbers with the following models: equal-sized groups, arrays, area models, and equal "jumps" on a number line. Understand the properties of 0 and 1 in multiplication.
3.C.3: Represent the concept of division of whole numbers with the following models: partitioning, sharing, and an inverse of multiplication. Understand the properties of 0 and 1 in division.
3.C.4: Interpret whole-number quotients of whole numbers (e.g., interpret 56 ÷ 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each).
3.C.5: Multiply and divide within 100 using strategies, such as the relationship between multiplication and division (e.g., knowing that 8 x 5 = 40, one knows 40 ÷ 5 = 8), or properties of operations.
3.C.6: Demonstrate fluency with mastery of multiplication facts and corresponding division facts of 0 to 10.
3.AT.2: Solve real-world problems involving whole number multiplication and division within 100 in situations involving equal groups, arrays, and measurement quantities (e.g., by using drawings and equations with a symbol for the unknown number to represent the problem).
3.AT.3: Solve two-step real-world problems using the four operations of addition, subtraction, multiplication and division (e.g., by using drawings and equations with a symbol for the unknown number to represent the problem).
3.AT.4: Interpret a multiplication equation as equal groups (e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each). Represent verbal statements of equal groups as multiplication equations.
3.AT.5: Determine the unknown whole number in a multiplication or division equation relating three whole numbers.
3.AT.6: Create, extend, and give an appropriate rule for number patterns within 100 (including patterns in the addition table or multiplication table).

2020 - 21 Scope and Sequence – 3rd Math 4 revised 7/15/2020

 3rd Grade Mathematics – Scope and Sequence – MSD of Pike Township
Quarter 2 Priority Academic
Essential Goals Strategies/Skills Possible Instructional Resources Differentiation:
Weeks 15 – 18 Standards Vocabulary
Unit 4:  Mathematicians understand why and how to 3.NS.3  Understand the meaning of the numerator, the denominator, and denominator Go Math: Spiral review:
use fractions 3.NS.4 their relationship (in relation to one whole). eighths Chapters 8: Lessons 1 – 5 3.AT.1*, 3.C.1*
Fractions  Mathematicians show equivalent fractions 3.NS.5  Compare fractions with the same numerator and/or the same equal parts Chapter 9
3.NS.6 denominator equal shares IN Success Lessons: 10.5a, 10.5b Prerequisite Skills:
 Mathematicians compare fractions using
3.NS.7  Understand and generate equivalent fractions using pictures and equal to  Equal parts
objects or pictures 3.NS.8 models. equivalent Illustrative Mathematics Tasks:  Combining 2-dimensional
 Mathematicians understand a fraction as a 3.G.4  Represent and explain fractions using pictures, words, diagrams, etc. equivalent (www.illustrativemathematics.org) shapes
number on the number line  Represent fractions on a number line between 0 and 1 fractions Geometric Pictures of One-Half (3.G.4)  Counting equal groups
 Relate fractions on a ruler to fractions on a number line and pictures fourths Representing Half a Circle (3.G.4)  Identifying parts of a whole
*Denominators limited to 2, 3, 4, 6 and 8 of fractions. fractions Halves, Thirds and Sixths (3.NS.3, 3.G.4)
 Use rulers to measure to the nearest quarter of an inch. halves Naming the Whole for a Fraction (3.NS.3) Scaffolding Support
 Use shapes and their areas to represent fractions. inch (in.) Closest to ½ (3.NS.4) Find 1 (3.NS.4) (ELL; SPED; Striving Learners)
 Partition shapes into parts with equal areas. Express the area of each numerator Which is Closer to 1? (3.NS.4)  Go Math: differentiation
part as a unit fraction sixths materials
thirds Learning Math in the Intermediate  Open ended problems with
Process  Mathematicians solve real-world problems. PS. 5  Provide contextual problems and time to tackle real-world problems
unit fraction Grades (Madison MSD) multiple entry points
Standards for  Mathematicians choose appropriate tools, and PS. 6 that involve fractions.
whole https://mathweb.madison.k12.wi.us/file  Written instructions
Mathematics can explain why they chose the tool, to solve PS. 8  Use tools such as rulers, base-ten blocks, number lines, visual models,
s/math/LMIGcomplete.pdf  Small group instruction
problems. etc. to solve problems with fractions.
 Mathematicians look for patterns, make  Relate strategies for adding and subtracting whole numbers to  Graphic Organizers
generalizations, and apply similar reasoning to fractions.  Manipulatives
Good Questions for Math Teaching
other problems..  Encourage multiple ways to
Fractions (p. 26-27)
solve problems
 Provide models of finished
Inside Mathematics:
products
Leapfrog Fractions (3.NS.7/PS.2, PS.7)
 Provide picture support
http://www.insidemathematics.org/asse
ts/common-core-math-  Ask all students to show their
tasks/time%20to%20get%20clean.pdf strategies while explaining
 Send home games to practice
specific skills
Mentor Text(s)
Fraction Fun
Give Me Half!

3.NS.3: 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. [In grade 3, limit denominators of fractions to 2, 3, 4, 6, 8.]
3.NS.4: Represent a fraction, 1/b, on a number line 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.
3.NS.5: Represent a fraction, a/b, on a number line by marking off lengths 1/b from 0. Recognize that the resulting interval has size a/b, and that its endpoint locates the number a/b on the number line.
3.NS.6: Understand two fractions as equivalent (equal) if they are the same size, based on the same whole or the same point on a number line.
3.NS.7: Recognize and generate simple equivalent fractions (e.g., 1/2 = 2/4, 4/6 = 2/3). Explain why the fractions are equivalent (e.g., by using a visual fraction model).
3.NS.8: Compare two fractions with the same numerator or the same denominator by reasoning about their size based on the same whole. Record the results of comparisons with the symbols >, =, or <
3.G.4: Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole (1/2, 1/3, 1/4, 1/6, 1/8).

2020 - 21 Scope and Sequence – 3rd Math 5 revised 7/15/2020

 3rd Grade Mathematics – Scope and Sequence – MSD of Pike Township
Quarter 3 Priority Academic
Essential Goals Strategies/Skills Possible Instructional Resources Differentiation:
Weeks 19 – 24 Standards Vocabulary
Unit 5:  Mathematicians measure line 3.NS.3  Use rulers to measure to the nearest quarter of an inch. area Go Math: Spiral review:
segments to the nearest fourth of an 3.NS.4  Use shapes and their areas to represent fractions. compare Chapters 10 (lessons 6 – 9), 11 3.C.5*, 3.C.6*, 3.AT.2*,
Measurement inch 3.NS.5  Partition shapes into parts with equal areas. Express the area of each part as a unit fraction. customary units IN Success Lessons 10.9a, 10.9b, 3.AT.3*
 Mathematicians estimate, measure 3.NS.6  Estimate and measure length (quarter inch), mass (grams and kilograms), weight (pounds), degrees Celsius 10.9c, 10.9d
Prerequisite Skills:
and record the length of the sides of 3.NS.7 temperature (Celsius and Fahrenheit), and volume (quarts, gallons and liters), using degrees Optional Lesson: 11.8  Combining 2-dimensional
geometric shapes. 3.NS.8 appropriate tools. Fahrenheit shapes
 Mathematicians use correct labels. 3.G.4  Display measurement data on a line plot. distributive Illustrative Mathematics Tasks:  Basic understandings of an
3.M.1  Find and/or measure the perimeter of polygons. property (www.illustrativemathematics.org) inch
 Mathematicians find and use the area 3.M.2  Find area in multiple ways of rectangles, including counting unit squares and arrays. gallons (gal) Finding the Area of Polygons (3.M.5)  Use non-standard units to
and perimeter of geometric shapes. 3.M.5  Relate finding area using arrays to multiplying side lengths of rectangles. gram (g) India’s Bathroom Tiles (3.M.5) measure length
3.M.6 greater than How Heavy? (3.M.1)  Addition with three
 Mathematicians find the perimeter of  Draw rectangles with the same areas and different perimeters or same perimeters and
3.M.7 kilogram (kg) addends
polygons given the side lengths. different areas.
3.DA.2 less than Learning Math in the Intermediate  Modeling with arrays
 Mathematicians find unknown side  Find unknown side lengths of polygons, given the perimeter.
lengths of polygons given the liquid volume Grades (Madison MSD) Scaffolding Support
 Estimate and measure mass and volume.
perimeter. liter (l) https://mathweb.madison.k12.wi.us (ELL; SPED; Striving Learners)
 Solve one-step real-world problems involving mass and volume.  Go Math: differentiation
 Mathematicians recognize area as an mass /files/math/LMIGcomplete.pdf
 Choose appropriate units and tools to measure objects. materials
attribute of plane figures and multiplication
 Generate measurement data by measuring lengths with rulers. order Good Questions for Math Teaching  Open ended problems
understand concepts of area with multiple entry points
measurement. pattern Two-Dimensional Shapes (p. 79-81)
 Written instructions
perimeter
 Small group instruction
pound (lb) Inside Mathematics:
 Graphic Organizers
quart (qt) Garden Design (3.M.5/PS.2, PS.3)  Manipulatives
repeated http://www.insidemathematics.org/  Encourage multiple ways
addition performance-assessment-tasks to solve problems
square unit  Provide models of finished
Mentor Text(s) products
Clean Sweep Campers  Provide picture support
Jump, Kangaroo, Jump!  Ask all students to show
Process  Mathematicians solve real-world PS.1  Provide contextual problems and time to tackle real-world problems that involve area and their strategies while
Standards for problems. PS.5 perimeter. Ed Emberley’s Picture Pie
explaining
Mathematics
 Mathematicians choose appropriate PS.8  Write and evaluate algebraic and numerical expressions and equations for contextual A Cloak for the Dreamer
 Send home games to
tools, and can explain why they chose problems, relating the solution(s) back to the original context. practice specific skills
the tool, to solve problems.  Use tools such as rulers, base-ten blocks, number lines, visual models, etc. to solve
 Mathematicians look for patterns, problems with perimeter and area.
make generalizations, and apply
similar reasoning to other problems.
3.M.1: Estimate and measure the mass of objects in grams (g) and kilograms (kg) and the volume of objects in quarts (qt), gallons (gal), and liters (l). Add, subtract, multiply, or divide to solve one-step real-world problems involving masses or volumes that are
given in the same units (e.g., by using drawings, such as a beaker with a measurement scale, to represent the problem).
3.M.2: Choose and use appropriate units and tools to estimate and measure length, weight, and temperature. Estimate and measure length to a quarter-inch, weight in pounds, and temperature in degrees Celsius and Fahrenheit.
3.M.5: Find the area of a rectangle with whole-number side lengths by modeling with unit squares, and show that the area is the same as would be found by multiplying the side lengths. Identify and draw rectangles with the same perimeter and different
areas or with the same area and different perimeters.
3.M.6: Multiply side lengths to find areas of rectangles with whole-number side lengths to solve real-world problems and other mathematical problems, and represent whole-number products as rectangular areas in mathematical reasoning.
3.M.7: Find perimeters of polygons given the side lengths or by finding an unknown side length.
3.DA.2: Generate measurement data by measuring lengths with rulers to the nearest quarter of an inch. Display the data by making a line plot, where the horizontal scale is marked off in appropriate units, such as whole numbers, halves, or quarters.

2020 - 21 Scope and Sequence – 3rd Math 6 revised 7/15/2020

 3rd Grade Mathematics – Scope and Sequence – MSD of Pike Township
Quarter 3 Priority Academic
Essential Goals Strategies/Skills Possible Instructional Resources Differentiation:
Weeks 25 – 27 Standards Vocabulary
Unit 6:  Mathematicians tell time to the nearest minute 3.M.3  Read, write, and tell time on analog clocks to the nearest minute. a.m. Go Math: Spiral review:
on an analog clock. 3.M.4  Use number lines and analog clocks to help determine elapsed time, analog clock Chapter 10: Lessons 1 – 5 3.AT.3*, 3.C.1*
Time and  Mathematicians find how much time has starting times, or ending times. cents IN Success Lessons: 10.5a, 10.5b
Money elapsed to the nearest minute.  Skip count on an analog clock. clock Prerequisite Skills:
 Mathematicians understand and use a.m. and  Use a.m. and p.m. appropriately. decimal point Illustrative Mathematics Tasks:  Telling time to the half hour
p.m. appropriately.  Match activities with the appropriate time of day. digital clock (www.illustrativemathematics.org)  Skip counting by fives
 Mathematicians find the value of any collection  Add and subtract time intervals in minutes. dime Dajuana’s Homework (3.M.3)
of coins and bills. dollars Scaffolding Support
 Introduce the decimal point as notation for money.
 Mathematicians use play or real money to elapsed time Learning Math in the Intermediate (ELL; SPED; Striving Learners)
 Count collections of bills and coins.
decide whether there is enough money to equivalent Grades (Madison MSD)  Go Math: differentiation
 Use the $ and the ¢ symbols appropriately.
make a purchase. half hour https://mathweb.madison.k12.wi.us/file materials
 Solve real-world problems with money to determine whether there
half-dollar s/math/LMIGcomplete.pdf  Open ended problems with
is enough money to make a purchase.
hour (hr.) multiple entry points
 Solve real-world problems involving time in minutes and money in
midnight  Written instructions
dollars and cents.
minute (min.) Good Questions for Math Teaching  Small group instruction
Process  Mathematicians use clocks (analog and digital) PS. 5  Allow students to choose (and explain the reasoning behind the
nickel Time (p. 63-65)  Graphic Organizers
Standards for to assist in solving problems. PS. 6 choice) tools, such as paper clocks, number lines, play money, real
noon Money (p. 22-23)  Manipulatives
Mathematics  Mathematicians use structure of a clock to PS. 8 money, drawings, etc. to help them solve problems involving money
and time.
notation  Encourage multiple ways to
assist in skip counting. Inside Mathematics:
p.m. solve problems
 Mathematicians find shortcuts to reading time  Use precise language when discussing and explaining concepts in Time to Get Clean (3.M.3/PS1, PS5)
penny  Provide models of finished
from an analog clock. time and money. http://www.insidemathematics.org/asse
quarter products
 Mathematicians use their knowledge of time to  Look for patterns and make generalizations about relationships on ts/common-core-math-
quarter hour  Provide picture support
determine elapsed time. analog clocks. tasks/time%20to%20get%20clean.pdf
time interval  Ask all students to show their
 Mathematicians precisely label money.  Look for patterns and make generalizations about relationships
between different forms of money. strategies while explaining
 Send home games to practice
Mentor Text(s) specific skills
Game Time
Rodeo Time
The Clock Struck One
It’s About Time

3.M.3: Tell and write time to the nearest minute from analog clocks, using a.m. and p.m., and measure time intervals in minutes. Solve real world problems involving addition and subtraction of time intervals in minutes.
3.M.4: Find the value of any collection of coins and bills. Write amounts less than a dollar using the ¢ symbol and write larger amounts using the $ symbol in the form of dollars and cents (e.g., $4.59). Solve real-world problems to determine whether there is
enough money to make a purchase

2020 - 21 Scope and Sequence – 3rd Math 7 revised 7/15/2020

 3rd Grade Mathematics – Scope and Sequence – MSD of Pike Township
Quarter 4 Priority Academic
Essential Goals Strategies/Skills Possible Instructional Resources Differentiation:
Weeks 28 – 32 Standards Vocabulary
Unit 7:  Mathematicians identify, classify, and describe 3.G.1  Identify, classify, and describe geometric figures. angle Go Math: Spiral review:
3.G.2 closed shape Chapter 12 3.C.1*, 3.AT.1*, 3.M.3*
geometric figures.  Classify 2D and 3D shapes by edges, vertices, and faces.
cone
Geometry  Mathematicians draw lines, points, and line 3.G.3  Understand that squares and rectangles have right angles. cube
IN Success Lessons: 12.1a, 12.9a
segments and use those words when describing  Identify similar and different attributes of shapes that make up larger cylinder Prerequisite Skills:
other shapes categories (i.e. squares, rectangles, and others are four sided, and fit decagon Illustrative Mathematics Tasks:  Identify plane shapes and
into quadrilaterals). edge (www.illustrativemathematics.org) number of sides
endpoint
 Identify, describe, and draw points, lines, and line segments. face
Geometric Figures: triangles, circles, Scaffolding Support
 Partition shapes into parts with equal areas. Express the area of each height
quadrilaterals (squares, rectangles, rhombuses), Learning Math in the Intermediate (ELL; SPED; Striving Learners)
part as a unit fraction. hexagon
cubes, spheres, prisms, pyramids, cones, intersecting lines Grades (Madison MSD)  Go Math: differentiation
cylinders length https://mathweb.madison.k12.wi.us/fil materials
line es/math/LMIGcomplete.pdf  Open ended problems with
line segment
 Mathematicians construct viable arguments and PS. 1  Choose multiples strategies, manipulatives, and concrete models to multiple entry points
octagon
critique the reasoning of others. PS. 3 solve problems. Explain why a tools was chosen. open shape Inside Mathematics:  Written instructions
 Mathematicians use appropriate tools PS. 6  Use precise vocabulary to describe and classify geometric figures. parallel lines Which Shape? (3.G.2, 3.G.3/PS.1, PS.6)  Small group instruction
strategically.  Justify claims using mathematical arguments. pentagon http://www.insidemathematics.org/asse  Graphic Organizers
perpendicular lines ts/common-core-math-
 Mathematicians use clear definitions when  Politely defend or reject others’ claims, using mathematical  Manipulatives
plane shape
discussing and reasoning about geometric arguments. point
tasks/which%20shape.pdf  Encourage multiple ways to
figures. polygon solve problems
quadrilateral  Provide models of finished
Process ray Good Questions for Math Teaching products
Standards for rectangle Two-Dimensional Shapes (p. 79-81)
rectangular prism  Provide picture support
Mathematics Three-Dimensional Shapes (p. 85-88)  Ask all students to show their
rhombus
Problem right angle strategies while explaining
Solving side Mentor Text(s)  Send home games to practice
sphere Cubes, Cones, Cylinders, Spheres
square
specific skills
The Greedy Triangle
square pyramid
three-dimensional
shape
trapezoid
triangle
two-dimensional
shape
unit fraction
Venn diagram
vertex
width
3.G.1: Identify and describe the following: cube, sphere, prism, pyramid, cone, and cylinder.
3.G.2: Understand that shapes (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four sides), and that the shared attributes can define a larger category (e.g., quadrilaterals). Recognize and draw rhombuses, rectangles, and squares
as examples of quadrilaterals. Recognize and draw examples of quadrilaterals that do not belong to any of these subcategories.
3.G.3: Identify, describe and draw points, lines and line segments using appropriate tools (e.g., ruler, straightedge, and technology), and use these terms when describing two-dimensional shapes.
3.G.4: Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole (1/2, 1/3, 1/4, 1/6, 1/8).

2020 - 21 Scope and Sequence – 3rd Math 8 revised 7/15/2020

 3rd Grade Mathematics – Scope and Sequence – MSD of Pike Township
Quarter 4 Priority Academic
Essential Goals Strategies/Skills Possible Instructional Resources Differentiation:
Weeks 33 – 36 Standards Vocabulary
Unit 8:  Mathematicians practice critical grade level 3.NS.7  Use pre and post assessments to determine reinforcement or abstract Go Math:
skills, in a variety of formats, to prepare them 3.C.1 extension of skills and understandings. reasoning Feel free to pull ideas from: Scaffolding Support
Reinforce and for more complex mathematical 3.C.2  Use multiple representations to solve problems. argument IN Success Supplement – STEM Activities (ELL; SPED; Striving Learners)
Extend understandings. 3.C.5  Connect mathematics to students’ daily lives. construct End of Year Review Projects  Go Math: differentiation
Mathematical  Mathematicians make sense of a variety of 3.C.6  Use correct mathematical vocabulary. critique Unit Projects materials
Understandings problems and persevere in solving them. 3.AT.1  Use accurate labels, symbols, and calculations. efficient Getting Ready for 4th Grade  Open ended problems with
of Addition,  Mathematicians reason abstractly and 3.AT.2  Work in teams to solve problems and justify solutions. mathematical multiple entry points
Subtraction, quantitatively to solve problems. 3.AT.3  Select an appropriate tool to solve a problem and explain why models Illustrative Mathematics Tasks:  Written instructions
Multiplication  Mathematicians construct viable arguments 3.M.3 the tool makes sense to use. persevere http://www.illustrativemathematics.org  Small group instruction
and Division and critique the reasoning of others.  Explain whether or not a solution or process is reasonable for precision  Graphic Organizers
 Mathematicians apply math skills and the problem situation proficient Learning Math in the Intermediate Grades  Manipulatives
understandings to solve real-world problems. quantitative (Madison MSD)  Encourage multiple ways to
 Mathematicians use a variety of tools to aid reasoning https://mathweb.madison.k12.wi.us/files/math/LM solve problems
them in solving mathematical and real-world reasonable IGcomplete.pdf  Provide models of finished
problems. reasoning products
repeated Inside Mathematics:  Provide picture support
 Mathematicians use structures and patterns to
reasoning The Answer is 36 (3.C.5, 3.AT.5/PS.2, PS.7)  Ask all students to show their
solve problems efficiently.
strategically http://www.insidemathematics.org/assets/co strategies while explaining
structure mmon-core-math-  Send home games to practice
tasks/the%20answer%20is%2036.pdf specific skills
Making Sense: Teaching and Learning
Mathematics with Understanding

Good Questions for Math Teaching

Mentor Text
Mystery Math: A first book of algebra
Math for all seasons by Greg Tang
Math Fables: Lessons that count by Greg Tang

3.NS.7: Recognize and generate simple equivalent fractions (e.g., 1/2 = 2/4, 4/6 = 2/3). Explain why the fractions are equivalent (e.g., by using a visual fraction model).
3.C.1: Fluently add and subtract whole numbers within 1000 using strategies based on place value, properties of operations, and relationships between addition and subtraction.
3.M.1: Estimate and measure the mass of objects in grams (g) and kilograms (kg) and the volume of objects in quarts (qt), gallons (gal), and liters (l). Add, subtract, multiply, or divide to solve one-step real-world problems involving masses or volumes that
are given in the same units (e.g., by using drawings, such as a beaker with a measurement scale, to represent the problem).
3.C.2: Represent the concept of multiplication of whole numbers with the following models: equal-sized groups, arrays, area models, and equal "jumps" on a number line. Understand the properties of 0 and 1 in multiplication.
3.C.5: Multiply and divide within 100 using strategies, such as the relationship between multiplication and division (e.g., knowing that 8 x 5 = 40, one knows 40 ÷ 5 = 8), or properties of operations.
3.C.6: Demonstrate fluency with mastery of multiplication facts and corresponding division facts of 0 to 10.
3.AT.1: Solve real-world problems involving addition and subtraction of whole numbers within 1000 (e.g., by using drawings and equations with a symbol for the unknown number to represent the problem).
3.AT.2: Solve real-world problems involving whole number multiplication and division within 100 in situations involving equal groups, arrays, and measurement quantities (e.g., by using drawings and equations with a symbol for the unknown number to
represent the problem).
3.AT.3: Solve two-step real-world problems using the four operations of addition, subtraction, multiplication and division (e.g., by using drawings and equations with a symbol for the unknown number to represent the problem).
3.M.3: Tell and write time to the nearest minute from analog clocks, using a.m. and p.m., and measure time intervals in minutes. Solve real world problems involving addition and subtraction of time intervals in minutes.

2020 - 21 Scope and Sequence – 3rd Math 9 revised 7/15/2020

 Process Standards for Mathematics
The Process Standards demonstrate the ways in which students should develop conceptual understanding of mathematical content, and the ways in which students should synthesize and apply mathematical skills.
PS.1: Make sense of Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals.
problems and persevere They make conjectures about the form and meaning of the solution and plan a solution pathway, rather than simply jumping into a solution attempt. They consider analogous problems and try
in solving them. special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Mathematically proficient
students check their answers to problems using a different method, and they continually ask themselves, “Does this make sense?” and "Is my answer reasonable?" They understand the approaches
of others to solving complex problems and identify correspondences between different approaches. Mathematically proficient students understand how mathematical ideas interconnect and build
on one another to produce a coherent whole.
PS.2: Reason abstractly Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative
and quantitatively. relationships: the ability to decontextualize—to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily
attending to their referents—and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative
reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and
knowing and flexibly using different properties of operations and objects.
PS.3: Construct viable Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical
arguments and critique progression of statements to explore the truth of their conjectures. They analyze situations by breaking them into cases and recognize and use counterexamples. They organize their mathematical
the reasoning of others. thinking, justify their conclusions and communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account
the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that
which is flawed, and—if there is a flaw in an argument—explain what it is. They justify whether a given statement is true always, sometimes, or never. Mathematically proficient students participate
and collaborate in a mathematics community. They listen to or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments.
PS.4: Model with Mathematically proficient students apply the mathematics they know to solve problems arising in everyday life, society, and the workplace using a variety of appropriate strategies. They create and
mathematics. use a variety of representations to solve problems and to organize and communicate mathematical ideas. Mathematically proficient students apply what they know and are comfortable making
assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their
relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They analyze those relationships mathematically to draw conclusions. They routinely interpret their
mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose.
PS.5: Use appropriate Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, models, a ruler, a protractor, a calculator, a
tools strategically. spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Mathematically proficient students are sufficiently familiar with tools appropriate for their grade or
course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations. Mathematically proficient students identify relevant
external mathematical resources, such as digital content, and use them to pose or solve problems. They use technological tools to explore and deepen their understanding of concepts and to support
the development of learning mathematics. They use technology to contribute to concept development, simulation, representation, reasoning, communication and problem solving.
PS.6: Attend to precision. Mathematically proficient students communicate precisely to others. They use clear definitions, including correct mathematical language, in discussion with others and in their own reasoning. They
state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They express solutions clearly and logically by using the appropriate mathematical terms
and notation. They specify units of measure and label axes to clarify the correspondence with quantities in a problem. They calculate accurately and efficiently and check the validity of their results in
the context of the problem. They express numerical answers with a degree of precision appropriate for the problem context.
PS.7: Look for and make Mathematically proficient students look closely to discern a pattern or structure. They step back for an overview and shift perspective. They recognize and use properties of operations and equality.
use of structure. They organize and classify geometric shapes based on their attributes. They see expressions, equations, and geometric figures as single objects or as being composed of several objects.
PS.8: Look for and Mathematically proficient students notice if calculations are repeated and look for general methods and shortcuts. They notice regularity in mathematical problems and their work to create a rule or
express regularity in formula. Mathematically proficient students maintain oversight of the process, while attending to the details as they solve a problem. They continually evaluate the reasonableness of their
repeated reasoning. intermediate results.

2020 - 21 Scope and Sequence – 3rd Math 10 revised 7/15/2020

3rd Grade Math Indiana Academic Standards (2020)
NUMBER SENSE

Read and write whole numbers up to 10,000. Use words, models, standard form and expanded form to represent and show equivalent forms of
3.NS.1
whole numbers up to 10,000.

3.NS.2 Compare two whole numbers up to 10,000 using >, =, and < symbols.

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
3.NS.3
formed by a parts of size 1/b. [In grade 3, limit denominators of fractions to 2, 3, 4, 6, 8.]

Represent a fraction, 1/b, on a number line by defining the interval from 0 to 1 as the whole, and partitioning it into b equal parts. Recognize that
3.NS.4
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.

Represent a fraction, a/b, on a number line by marking off lengths 1/b from 0. Recognize that the resulting interval has size a/b, and that its endpoint
3.NS.5
locates the number a/b on the number line.

3.NS.6 Understand two fractions as equivalent (equal) if they are the same size, based on the same whole or the same point on a number line.

Recognize and generate simple equivalent fractions (e.g., 1/2 = 2/4, 4/6 = 2/3). Explain why the fractions are equivalent (e.g., by using a visual
3.NS.7
fraction model).

Compare two fractions with the same numerator or the same denominator by reasoning about their size based on the same whole. Record the
3.NS.8
results of comparisons with the symbols >, =, or <, and justify the conclusions (e.g., by using a visual fraction model).

3.NS.9 Use place value understanding to round 2- and 3-digit whole numbers to the nearest 10 or 100.

COMPUTATION

Fluently add and subtract whole numbers within 1000 using strategies and algorithms based on place value, properties of operations, and
3.C.1
relationships between addition and subtraction.

Represent the concept of multiplication of whole numbers with the following models: equal-sized groups, arrays, area models, and equal "jumps" on
3.C.2
a number line. Understand the properties of 0 and 1 in multiplication.

Represent the concept of division of whole numbers with the following models: partitioning, sharing, and an inverse of multiplication. Understand the
3.C.3
properties of 0 and 1 in division.

Interpret whole-number quotients of whole numbers (e.g., interpret 56 ÷ 8 as the number of objects in each share when 56 objects are partitioned
3.C.4
equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each).

2020 – 21 Scope and Sequence – 3rd Math 11 revised 7/15/2020

3rd Grade Math Indiana Academic Standards (2020)
Multiply and divide within 100 using strategies such as the relationship between multiplication and division (e.g., knowing that 8 x 5 = 40, one knows
3.C.5
40 ÷ 5 = 8), or properties of operations.

3.C.6 Demonstrate fluency with mastery of multiplication facts and corresponding division facts of 0 to 10.

ALGEBRAIC THINKING

Solve real-world problems involving addition and subtraction of whole numbers within 1000 (e.g., by using drawings and equations with a symbol for
3.AT.1
the unknown number to represent the problem).

Solve real-world problems involving whole number multiplication and division within 100 in situations involving equal groups, arrays, and
3.AT.2
measurement quantities (e.g., by using drawings and equations with a symbol for the unknown number to represent the problem).

Solve two-step real-world problems using the four operations of addition, subtraction, multiplication and division (e.g., by using drawings and
3.AT.3
equations with a symbol for the unknown number to represent the problem).

Interpret a multiplication equation as equal groups (e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each). Represent
3.AT.4
verbal statements of equal groups as multiplication equations.

3.AT.5 Determine the unknown whole number in a multiplication or division equation relating three whole numbers.

3.AT.6 Create, extend, and give an appropriate rule for number patterns within 100 (including patterns in the addition table or multiplication table).

GEOMETRY

3.G.1 Identify and describe the following: cube, sphere, prism, pyramid, cone, and cylinder.

Understand that shapes (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four sides), and that the shared attributes can
3.G.2 define a larger category (e.g., quadrilaterals). Recognize and draw rhombuses, rectangles, and squares as examples of quadrilaterals. Recognize
and draw examples of quadrilaterals that do not belong to any of these subcategories.

Identify, describe and draw points, lines and line segments using appropriate tools (e.g., ruler, straightedge, and technology), and use these terms
3.G.3
when describing two-dimensional shapes.

3.G.4 Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole (1/2, 1/3, 1/4, 1/6, 1/8).

2020 – 21 Scope and Sequence – 3rd Math 12 revised 7/15/2020

3rd Grade Math Indiana Academic Standards (2020)
MEASUREMENT

Estimate and measure the mass of objects in grams (g) and kilograms (kg) and the volume of objects in quarts (qt), gallons (gal), and liters (l). Add,
3.M.1 subtract, multiply, or divide to solve one-step real-world problems involving masses or volumes that are given in the same units (e.g., by using
drawings, such as a beaker with a measurement scale, to represent the problem).

Choose and use appropriate units and tools to estimate and measure length, weight, and temperature. Estimate and measure length to a quarter-
3.M.2
inch, weight in pounds, and temperature in degrees Celsius and Fahrenheit.

Tell and write time to the nearest minute from analog clocks, using a.m. and p.m., and measure time intervals in minutes. Solve real-world problems
3.M.3
involving addition and subtraction of time intervals in minutes.

Find the value of any collection of coins and bills. Write amounts less than a dollar using the ¢ symbol and write larger amounts using the $ symbol
3.M.4
in the form of dollars and cents (e.g., $4.59). Solve real-world problems to determine whether there is enough money to make a purchase.

Find the area of a rectangle with whole-number side lengths by modeling with unit squares, and show that the area is the same as would be found by
3.M.5
multiplying the side lengths. Identify and draw rectangles with the same perimeter and different areas or with the same area and different perimeters.

Multiply side lengths to find areas of rectangles with whole-number side lengths to solve real-world problems and other mathematical problems, and
3.M.6
represent whole-number products as rectangular areas in mathematical reasoning.

3.M.7 Find perimeters of polygons given the side lengths or given an unknown side length.

DATA ANALYSIS

Create scaled picture graphs, scaled bar graphs, and frequency tables to represent a data set—including data collected through observations,
3.DA.1 surveys, and experiments—with several categories. Solve one- and two-step “how many more” and “how many less” problems regarding the data
and make predictions based on the data.

Generate measurement data by measuring lengths with rulers to the nearest quarter of an inch. Display the data by making a line plot, where the
3.DA.2
horizontal scale is marked off in appropriate units, such as whole numbers, halves, or quarters.

2020 – 21 Scope and Sequence – 3rd Math 13 revised 7/15/2020

3 – 5 Math Standards Vertical Alignment (2014 Language)

2020 – 21 Scope and Sequence – 3rd Math 14 revised 7/15/2020

3 – 5 Math Standards Vertical Alignment (2014 Language)

2020 – 21 Scope and Sequence – 3rd Math 15 revised 7/15/2020

3 – 5 Math Standards Vertical Alignment (2014 Language)

2020 – 21 Scope and Sequence – 3rd Math 16 revised 7/15/2020

3 – 5 Math Standards Vertical Alignment (2014 Language)

2020 – 21 Scope and Sequence – 3rd Math 17 revised 7/15/2020

3 – 5 Math Standards Vertical Alignment (2014 Language)

2020 – 21 Scope and Sequence – 3rd Math 18 revised 7/15/2020