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2022 3rd Grade Learning Progression (redirected from 3rd Grade Learning Progression (v2))

Page history last edited by Gena Barnhill 5 months, 3 weeks ago

Welcome to the learning progression for Third Grade. This progression incorporates the overall topics of this grade-level's mathematics and is formatted with Overarching Questions, Essential Questions, and Big Ideas for each unit. This progression model takes the work of bundling standards to the next level by grouping together grade-level concepts in the Big Ideas sections. The Big Ideas are designed to represent the critical mathematics of this grade level in a manner that is more coherent and productive as a guide for planning instruction, assessment, and intervention. Big Ideas are for progression and planning and are not a replacement for the OAS-M objectives.

Click on the unit numbers below to see essential understandings, student activities, and suggested sequencing.

The use of an asterisk (*) indicates an objective 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.

Unit	Overarching Question	Essential Questions	Big Ideas	Full Objectives
Unit 0: Growth Mindset Timing 1-2 weeks	How does mindset affect learning of mathematics?		1. Math is about learning, not about performing. 2. Math is about making sense. 3. Math is filled with conjectures, creativity, and uncertainty. 4. Mistakes are beautiful things.	Develop a deep and flexible conceptual understanding Develop accurate and appropriate procedural fluency Develop strategies for problem solving Develop mathematical reasoning Develop a productive mathematical disposition Develop the ability to make conjectures, model, and generalize Develop the ability to communicate mathematically
Unit 1: Number Relationships Additive Thinking Timing 6-7 weeks Objectives 3.N.1.1 3.N.1.2 3.N.1.4 3.N.2.3 3.N.2.4 3.A.2.2 3.N.1.3 3.N.2.5 3.A.1.1 3.A.1.2 3.A.2.1 *3.A.1.3	How can we use addition strategies to solve real world problems?	How can we represent numbers in different ways? What relationships do we find in mathematics? How do we apply addition and subtraction strategies when problem solving? How do we use properties of addition?	Numbers have value that can be represented in different ways. Flexible methods of addition and subtraction computation involve taking apart (decomposing) and combining (composing) numbers in a wide variety of ways. The commutative, associative, and identity properties are used to find equivalent expressions. Number relationships determine the pattern, rule, or unknown number. Estimation is a problem solving strategy when finding sums and differences of numbers.	3.N.1.1 Read, write, discuss, and represent whole numbers up to 100,000. Representations should include but are not limited to numerals, words, pictures, number lines, and manipulatives (e.g., 350 = 3 hundreds, 5 tens = 35 tens = 3 hundreds, 4 tens, 10 ones). 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 written, standard, and expanded forms. 3.N.1.4 Use place value to compare and order whole numbers, up to 100,000, using comparative language, numbers, and symbols. 3.N.2.3 Use strategies and algorithms based on knowledge of place value and equality to fluently add and subtract up to five-digit numbers (answer not to exceed 100,000). 3.N.2.4 Recognize when to round numbers and apply understanding to estimate sums and differences to the nearest ten thousand, thousand, hundred, and ten. 3.A.2.2 Identify, represent, and apply the number properties (commutative, identity, and associative properties of addition and multiplication) using models and manipulatives to solve problems. 3.N.1.3 Applying knowledge of place values, use mental strategies (no written computations) to find 100 more or 100 less than a given number, 1,000 more or 1,000 less than a given number, and 10,000 more or 10,000 less than a given number, up to a five-digit number. 3.N.2.5 Use addition and subtraction to solve problems involving whole numbers. Use various strategies, including the relationship between addition and subtraction 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 (limited to a single operation) for a pattern from an input/output table or function machine involving addition, subtraction, or multiplication. 3.A.2.1 Use number sense with the properties of addition, subtraction, and multiplication, to find unknowns (represented by symbols) in one-step equations. Generate real-world situations to represent number sentences. 3.A.1.3 Explore and develop visual representations of increasing and decreasing geometric patterns and construct the next steps.
Unit 2: Number Relationships (Multiplicative Thinking) Timing 5-6 weeks Objectives 3.N.2.1 3.A.2.2 3.N.2.2 3.N.2.6 3.N.2.7 3.N.2.8 3.A.1.1 3.A.1.2 3.A.2.1 3.A.1.3	How can we use multiplication strategies to solve real world problems?	How can we represent numbers in different ways? What patterns and relationships do we find in mathematics? How do we apply multiplication and division strategies when problem solving? How do we use properties of multiplication?	Multiplication is the total number of items when given a number of equal groups and the number of items in each group. The commutative, associative, and identity properties are used to find equivalent expressions. Division is sharing a number into equal groups and finding the number of groups or the number of items in each group. Number relationships determine the pattern, rule, or unknown number. Place value strategies can be applied when multiplying two-digit by one-digit numbers.	3.N.2.1 Represent multiplication facts by modeling a variety of approaches (e.g., manipulatives, repeated addition, equal-sized groups, arrays, area models, equal jumps on a number line, skip counting). 3.A.2.2 Identify, represent, and apply the number properties (commutative, identity, and associative properties of addition and multiplication) using models and manipulatives to solve problems. 3.N.2.2 Demonstrate fluency with multiplication facts using factors up to 10. 3.N.2.6 Represent division facts and divisibility by modeling a variety of approaches (e.g., repeated subtraction, equal sharing, forming equal groups) to show the relationship between multiplication and division. 3.N.2.7 Apply the relationship between multiplication and division to represent and solve problems. 3.N.2.8 Use various strategies (e.g., base ten blocks, area models, arrays, repeated addition, algorithms) based on knowledge of place value, equality, and properties of addition and multiplication to multiply a two-digit factor by a one-digit factor. 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 (limited to a single operation) for a pattern from an input/output table or function machine involving addition, subtraction, or multiplication. 3.A.2.1 Use number sense with the properties of addition, subtraction, and multiplication, to find unknowns (represented by symbols) in one-step equations. Generate real-world situations to represent number sentences. 3.A.1.3 Explore and develop visual representations of increasing and decreasing geometric patterns and construct the next steps.
Unit 3: Equal Partitioning Timing 3-4 weeks Objectives 3.N.3.1 3.N.3.2 3.N.3.4 *3.N.3.3 3.GM.3.1 3.GM.3.2 3.N.4.1 3.N.4.2	How do we decide what strategy will work best when solving a problem with equal partitioning?	How does equal partitioning help us understand mathematical concepts?	Fractions are numbers that describe parts of a whole. Minutes are parts of a whole hour. Coins are part of a whole dollar.	3.N.3.1 Read and write fractions with words and symbols using appropriate terminology (i.e., numerator and denominator). 3.N.3.2 Model fractions using length, set, and area for halves, thirds, fourths, sixths, and eighths. 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 Apply understanding of unit fractions and use this understanding to compose and decompose fractions related to the same whole. 3.GM.3.1 Read and write time to the nearest five-minute interval (analog and digital). 3.GM.3.2 Determine the solutions to problems involving addition and subtraction of time in intervals of five minutes, up to one hour, using pictorial models, number line diagrams, or other tools. 3.N.4.1 Use addition and subtraction to determine the value of a collection of coins up to one dollar using the cent symbol and in monetary transactions. 3.N.4.2 Add and subtract a collection of bills up to twenty dollars using whole dollars in monetary transactions.
Unit 4: Measurement Timing 2 weeks Objectives 3.N.3.3 3.GM.2.5 3.GM.2.6 3.GM.2.7	How does finding measurements help solve real world problems?	What information can we gather when measuring? When are accurate measurements necessary? How do we investigate mathematical measurements in the real world?	Standard and nonstandard measurement are used to find the lengths of objects. Temperature is measured using thermometers.	3.N.3.3 Apply understanding of unit fractions and use this understanding to compose and decompose fractions related to the same whole. 3.GM.2.5 Choose an appropriate measurement instrument and measure the length of objects to the nearest whole centimeter or whole meter. 3.GM.2.6 Choose an appropriate measurement instrument and measure the length of objects to the nearest whole yard, whole foot, or half inch. 3.GM.2.7 Use an analog thermometer to determine temperature to the nearest degree in Fahrenheit and Celsius.
Unit 5: Data Timing 2 weeks Objectives 3.D.1.2 3.N.2.5 *3.A.2.1 3.D.1.1	How does data collection better represent information in the real world?	How can we interpret data? How can we present data in a meaningful way?	Data can be interpreted in a graphical format. Graphs present data in a purposeful way.	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 problems involving whole numbers. Use various strategies, including the relationship between addition and subtraction and the context of the problem to assess the reasonableness of results. 3.A.2.1 Use number sense with the properties of addition, subtraction, and multiplication, to find unknowns (represented by symbols) in one-step equations. Generate real-world situations to represent number sentences. 3.D.1.1 Collect and organize a data set with multiple categories using a frequency table, line plot, pictograph, or bar graph with scaled intervals.
Unit 6: Geometry Timing 3-4 weeks Objectives 3.GM 1.1 3.GM.1.2 3.GM.1.3 3.GM.2.3 3.N.2.8 3.GM.2.1 3.N.2.3 * 3.GM.2.4 3.GM.2.2	How does classifying geometric shapes and objects help us solve real world problems?	How can we classify a shape through investigations? How can we identify similarities and differences in geometric figures? What information can we gather from analyzing shapes? How do we investigate measurable attributes of objects?	An angle is determined by its measurement or size. Tools and algorithms help define the perimeter and area of a 2-D shape. Three-dimensional shapes are classified by their attributes.	3.GM 1.1 Sort three-dimensional shapes based on attributes. 3.GM.1.2 Build a three-dimensional figure using unit cubes when shown a picture of a three-dimensional shape. 3.GM.1.3 Classify angles within a polygon as acute, right, obtuse, and straight. 3.GM.2.3 Count cubes systematically to identify the number of cubes needed to pack the whole or half of a three-dimensional structure. 3.N.2.8 Use various strategies (e.g., base ten blocks, area models, arrays, repeated addition, algorithms) based on knowledge of place value, equality, and properties of addition and multiplication to multiply a two-digit factor by a one-digit factor. 3.GM.2.1 Find the perimeter of a polygon, given whole number lengths of the sides, using a variety of models. 3.N.2.3 Use strategies and algorithms based on knowledge of place value and equality to fluently add and subtract up to five-digit numbers (answer not to exceed 100,000). 3.GM.2.4 Find the area of two-dimensional figures by counting the total number of same-size unit squares that fill the shape without gaps or overlaps 3.GM.2.2 Analyze why length and width are multiplied to find the area of a rectangle by decomposing the rectangle into one unit by one unit squares and viewing these as rows and columns to determine the area.
Culminating Unit: Timing 3-4 weeks Objectives	How do we problem solve and why is it important?	How do we apply problem solving strategies to different operations? How is equal partitioning used in our daily lives?
Distance Learning Resources/ Supplemental Activities	How can students develop and show evidence of understanding?			Multiple objectives are covered in this material. These math tasks are designed to enhance current curriculum and support distance learning.