• If you are citizen of an European Union member nation, you may not use this service unless you are at least 16 years old.

• Work with all your cloud files (Drive, Dropbox, and Slack and Gmail attachments) and documents (Google Docs, Sheets, and Notion) in one place. Try Dokkio (from the makers of PBworks) for free. Now available on the web, Mac, Windows, and as a Chrome extension!

View

last edited by 3 years, 11 months ago

* Indicates an objective that is repeated in another unit or an objective that is partially taught in a unit and will be taught in its entirety in a later unit. The parts of the objective that will be taught in a later unit is indicated by the “strikethroughs.” Occasionally, new words are added to the objective to ensure the objective still makes sense considering the strikethroughs.

### Full Objectives

Unit 1:

Place Value

Timing

1-2 weeks

Objectives

3.N.1.1

3.N.1.2

3.N.1.4

Students will begin by reading, writing, and representing numbers to the thousands place. They will continue working with numbers up to 100,000. They will break down numbers in multiple ways using expanded form and alternative expressions. Students will also compare and order numbers up to 100,000.

3.N.1.1 Read, write, discuss, and represent whole numbers up to 100,000. Representations may include numerals, expressions with operations, words, pictures, number lines, and manipulatives.

3.N.1.2 Use place value to describe whole numbers between 1,000 and 100,000 in terms of ten thousands, thousands, hundreds, tens and ones, including expanded form.

3.N.1.4 Use place value to compare and order whole numbers up to 100,000, using comparative language, numbers, and symbols.

Unit 2:

Timing

2-3 weeks

Objectives

3.N.2.3

3.A.2.2

3.N.1.3

3.N.2.5

3.A.1.1

3.A.1.2

3.A.2.1

Students will use their knowledge of basic addition to fluently add multi-digit numbers. They must recognize and represent the addition number properties using models and manipulatives. Students will make a connection to place value by finding 10,000, 1,000, and 100 more than a given number. They will use addition to solve real-world problems involving whole numbers. Students will create, describe, and extend patterns with addition using the given rule. They will describe the rule for a given addition problem. Students will find unknowns by solving one-step equations using addition.

3.N.2.3 Use strategies and algorithms based on knowledge of place value and equality to fluently add and subtract multi-digit numbers.

3.A.2.2 Recognize, represent and apply the number properties (commutative, and identity, and associative properties of addition and multiplication) using models and manipulatives to solve problems.

3.N.1.3 Find 10,000 more or 10,000 less than a given four- or five-digit number. Find 1,000 more or 1,000 less than a given four- or five-digit number. Find 100 more or 100 less than a given four- or five-digit number.

3.N.2.5 Use addition and subtraction to solve real-world and mathematical problems involving whole numbers. Use various strategies, including the relationship between addition and subtraction, the use of technology, and the context of the problem to assess the reasonableness of results.

3.A.1.1 Create, describe, and extend patterns involving addition, subtraction, or multiplication to solve problems in a variety of contexts.

3.A.1.2 Describe the rule (single operation) for a pattern from an input/output table or function machine involving addition, subtraction or multiplication.

3.A.2.1 Find unknowns represented by symbols in arithmetic problems by solving one-step open sentences (equations) and other problems involving addition, subtraction, and multiplication. Generate real-world situations to represent number sentences.

Unit 3:

Subtraction

Timing

2-3 weeks

Objectives

3.A.2.1 *

Students will use their knowledge of basic subtraction to fluently subtract multi-digit numbers. They must recognize and represent subtraction using models and manipulatives. Students will make a connection to place value by finding 10,000, 1,000, and 100 less than a given number.They will use subtraction to solve real-world problems involving whole numbers.Students will create, describe, and extend patterns with subtraction using the given rule. They will describe the rule for a given subtraction problem. Students will find unknowns by solving one-step equations using subtraction.

3.N.1.3 Find 10,000 more or 10,000 less than a given four- or five-digit number. Find 1,000 more or 1,000 less than a given four- or five-digit number. Find 100 more or 100 less than a given four- or five-digit number.

3.N.2.5 Use addition and subtraction to solve real-world and mathematical problems involving whole numbers. Use various strategies, including the relationship between addition and subtraction, the use of technology, and the context of the problem to assess the reasonableness of results.

3.A.1.1 Create, describe, and extend patterns involving addition, subtraction, or multiplication to solve problems in a variety of contexts.

3.A.1.2 Describe the rule (single operation) for a pattern from an input/output table or function machine involving addition, subtraction or multiplication

3.A.2.1 Find unknowns represented by symbols in arithmetic problems by solving one-step open sentences (equations) and other problems involving addition, subtraction, and multiplication. Generate real-world situations to represent number sentences.

Unit 4:

Rounding

Timing

1-2 weeks

Objectives

3.N.2.4

3.N.2.5 *

Students have already explored place value, addition, and subtraction. They will now put these ideas together. First, they will master the procedure of rounding numbers. Then they will round numbers to help estimate sums and differences.

3.N.2.4 Recognize when to round numbers and apply understanding to round numbers to the nearest ten thousand, thousand, hundred, and ten and use compatible numbers to estimate sums and differences.

3.N.2.3 Use strategies and algorithms based on knowledge of place value and equality to fluently add and subtract multi-digit numbers.

3.N.2.5 Use addition and subtraction to solve real-world and mathematical problems involving whole numbers. Use various strategies, including the relationship between addition and subtraction, the use of technology, and the context of the problem to assess the reasonableness of results.

Unit 5:

Word Problems/

Graphs

Timing

2-3 weeks

Objectives

3.D.1.2

3.D.1.1

Students will read graphs and answer one or two-step word problems using addition or subtraction. They will learn the importance of labels, keys, and scales to not only analyze the data but to construct graphs of their own.

3.D.1.2 Solve one- and two-step problems using categorical data represented with a frequency table, pictograph, or bar graph with scaled intervals.

3.N.2.5 Use addition and subtraction to solve real-world and mathematical problems involving whole numbers. Use various strategies, including the relationship between addition and subtraction, the use of technology, and the context of the problem to assess the reasonableness of results.

3.D.1.1 Summarize and construct a data set with multiple categories using a frequency table, line plot, pictograph, and/or bar graph with scaled intervals.

Unit 6:

Multiplication

Timing

4-5 weeks

Objectives

3.N.2.1

3.N.2.2

Students will create, describe, and extend patterns with multiplication using the given rule. They will describe the rule for a given multiplication problem. Students will find unknowns by solving one-step equations using multiplication.

Students will represent multiplication facts in a variety of ways and demonstrate fluency of multiplication facts up to 10.

3.N.2.1 Represent multiplication facts by using a variety of approaches, such as repeated addition, equal-sized groups, arrays, area models, equal jumps on a number line and skip counting.

3.A.1.1 Create, describe, and extend patterns involving addition, subtraction, or multiplication to solve problems in a variety of contexts.

3.A.1.2 Describe the rule (single operation) for a pattern from an input/output table or function machine involving addition, subtraction or multiplication.

3.A.2.2 Recognize, represent and apply the number properties (commutative, and identity, and associative properties of addition and multiplication) using models and manipulatives to solve problems.

3.N.2.2 Demonstrate fluency of multiplication facts with factors up to 10.

3.A.2.1 Find unknowns represented by symbols in arithmetic problems by solving one-step open sentences (equations) and other problems involving addition, subtraction, and multiplication. Generate real-world situations to represent number sentences.

Unit 7:

Money and Time

Timing

2-3 weeks

Objectives

3.N.4.1

3.N.4.2

3.GM.3.1

3.GM.3.2

Students will add money and time using skip counting techniques. They will notice the connection that both money and time have “quarter” increments. This can help them when telling, adding, and subtracting time as well as when adding coins up to a dollar.

3.N.4.1 Use addition to determine the value of a collection of coins up to one dollar using the cent symbol and a collection of bills up to twenty dollars.

3.N.4.2 Select the fewest number of coins for a given amount of money up to one dollar.

3.GM.3.1 Read and write time to the nearest 5-minute (analog and digital).

3.GM.3.2 Determine the solutions to problems involving addition and subtraction of time in intervals of 5 minutes, up to one hour, using pictorial models, number line diagrams, or other tools.

Unit 8:

3-D Shapes and Volume

Timing

2-3 weeks

Objectives

3.GM 1.1

3.GM.1.2

3.A.1.3

3.GM.2.7

Students will use their prior knowledge of identifying shapes to begin to sort and list attributes of the three-dimensional shapes. Students will create a variety of three-dimensional shapes using unit cubes based on a picture and be able to explain their shape. As students understanding of shapes is expanded, they will explore patterns using geometric shapes and be able to extend the patterns by constructing the next steps in the pattern. Finally, students will find the volume of a three-dimensional structure by using cubes to pack the shape. The amount of cubes used to pack the shape will determine the volume.

3.GM 1.1 Sort three-dimensional shapes based on attributes.

3.GM.1.2 Build a three-dimensional figure using unit cubes when picture/shape is shown.

3.A.1.3 Explore and develop visual representations of growing geometric patterns and construct the next steps.

3.GM.2.7 Counts cubes systematically to identify number of cubes needed to pack the whole or half of a 3-D structure.

Unit 9:

2-D Shapes, Perimeter, and Area

Timing

3-4 weeks

Objectives

3.GM.2.1

3.GM.2.8

3.GM.2.2

3.GM.1.3

Students will explore area and perimeter of 2-D shapes by counting same size unit squares and applying the formula for area. They will make the connection that perimeter is consistent with adding all sides and area can be determined using multiplication. They will also identify and define the difference between acute, right, straight, and obtuse angles. Identifying the different angles in 2-D shapes will help them further understand the various shapes’ properties.

3.GM.2.1 Find perimeter of polygon, given whole number lengths of the sides, in real-world and mathematical situations.

3.N.2.3 Use strategies and algorithms based on knowledge of place value and equality to fluently add and subtract multi-digit numbers.

3.GM.2.8 Find the area of 2-D figures by counting total number of same size unit squares that fill the shape without gaps or overlaps

3.GM.2.2 Develop and use formulas to determine the area of rectangles. Justify why length and width are multiplied to find the area of a rectangle by breaking the rectangle into one unit by one unit squares and viewing these as grouped into rows and columns.

3.A.2.2 Recognize, represent and apply the number properties (commutative, and identity, and associative properties of addition and multiplication) using models and manipulatives to solve problems.

3.A.2.1 Find unknowns represented by symbols in arithmetic problems by solving one-step open sentences (equations) and other problems involving addition, subtraction, and multiplication. Generate real-world situations to represent number sentences.

3.GM.1.3 Classify angles as acute, right, obtuse, and straight.

Unit 10:

Measurement and Temperature

Timing

1-2 weeks

Objectives

3.GM.2.3

3.GM.2.5

3.GM.2.4

3.GM.2.6

Students will learn how to appropriately measure an object using various instruments, such as rulers, yardsticks, meter sticks. etc. They will learn the difference between customary and metric units and determine the best tool to use when measuring a given object. They will use similar techniques when measuring temperature. They now need to know that each tick mark on a thermometer represents one degree and will help them measure temperature more accurately.

3.GM.2.3 Choose an appropriate measurement instrument and measure the length of objects to the nearest whole centimeter or meter.

3.GM.2.5 Using common benchmarks, estimate the lengths (customary and metric) of a variety of objects.

3.GM.2.4 Choose an appropriate measurement instrument and measure the length of objects to the nearest whole yard, whole foot, or half inch.

3.GM.2.6 Use an analog thermometer to determine temperature to the nearest degree in Fahrenheit and Celsius

Unit 11:

Division

Timing

1 week

Objectives

3.N.2.6

3.N.2.7

3.N.2.8

Students will represent division facts in a variety of ways and recognize the relationship between multiplication and division. They will multiply a two-digit number by a one-digit number.

3.N.2.6 Represent division facts by using a variety of approaches, such as repeated subtraction, equal sharing and forming equal groups.

3.N.2.7 Recognize the relationship between multiplication and division to represent and solve real-world problems.

3.N.2.8 Use strategies and algorithms based on knowledge of place value, equality and properties of addition and multiplication to multiply a two-digit number by a one-digit number.

Unit 12:

Fractions

Timing

2-3 weeks

Objectives

3.N.3.1

3.N.3.2

3.N.3.4

3.N.3.3

Students will learn how to read and write fractions using words and symbols. They will construct fractions using fraction strips, circles, etc. When students have mastered how to read and write fractions, they will use number lines to order fractions and compare them. Students will recognize how fractions are related, such as two-fourths is the same as one-half. They will describe the numerator and denominator as parts of a whole.

3.N.3.1 Read and write fractions with words and symbols.

3.N.3.2 Construct fractions using length, set, and area models.

3.N.3.4 Use models and number lines to order and compare fractions that are related to the same whole.

3.N.3.3 Recognize unit fractions and use them to compose and decompose fractions related to the same whole. Use the numerator to describe the number of parts and the denominator to describe the number of partitions.

OKMath Framework Introduction