Quarter 4

Unit 5
The main focus of 4th quarter is fractions. In this unit the students' knowledge about fractions becomes more formal as they work with area models and the number line.  Throughout the unit, students have multiple experiences work with the Grade 3 specified fractional units of halves, thirds, fourths, sixths and eighths. To build flexible thinking about fractions, students are exposed to additional fractional units such as fifths, ninths, and tenths. 

Vocabulary -
Fraction - any part of a group, number or whole 
Numerator - the number above the line of a fraction showing the number of  parts you are identifying
Denominator -  the bottom number of a fraction showing the total number of  parts  the whole is divided into.
Equivalent - having equal valve

By the end of this unit, students should...

• Be able to explain any part of a whole as a fraction
• Understand a fraction as number on a number line
• Understand how two fractions as equivalent
• Understand whole numbers as fractions
• Understand how to compare two fractions with the same numerator or the same denominator
• Understand how two determine the fractional units of partitioned shapes

Unit 6
The main focus of this unit is analyzing data and using it to create bar graphs, picto-graphs and line plots. 

Vocabulary-
Bar Graph - a graph using bars to show quantities or numbersData
Picture Graph - a graph using pictures to represent quantities
Line Plot - a number line long enough to show all numbers in a data set.
Scale - the amount in each increment 
Key- a list of labels that indetifies categories on a graph

By the end of the unit, students should...

• Know the elements of a bar graph/Picture Graph
• Use data to construct a bar graph
• Read and Interpret bar graphs and pictographs
• Understand that data can be organized, presented and interpreted in multiple ways for a variety of purposes

Unit 7
The main focus of this unit is an intensive practice with word problems as well as experiences with geometry and perimeter.  


Vocabulary-
Quadrilaterals- a polygon with four angles and four sides
Polygon - a closed, flat shape having three or more straight sides
Perimeter- the distance around the outside of a shape.
Attributes - characteristics  or features which allow items to be sorted or classified

By the end of the unit, students... 

• Understand that polygons have different attributes 
• Understand the different strategies for finding perimeter
• Understand that rectangles with the same area can have different perimeters
• Understand data can be organized, presented, and interpreted in multiple ways for a variety of purposes.

Quarter 3

Unit 3

This unit's main focus is multiplication and division and solving problems with units 6-9, and multiples of 10. The students will know the relationship between multiplication and division. They will be able to use manipulatives and pictures to solve a variety of problems. Knowing their facts fluently is an ongoing skill. Story problems are used for multiplication and division throughout the unit.

Vocabulary:

 Array, Associative Property, Commutative Property, Distributive Property, Dividend, Divisor, Factor, Product, Quotient.

By the end of this unit, students should be able to...

• Interpret products of whole numbers as a total number of objects in a number of groups.
• Explain what division means and how it relates to equal shares.
• Interpret quotients as the number of shares or the number of groups when a set of objects is divided equally.
• Solve word problems in situations involving equal groups, arrays, and measurement quantities.
• Represent a word problem using a picture, an equation with a symbol for the unknown number, or in other ways.
• Determine which operation (multiplication or division) is needed to determine the unknown number.
• Solve to find the unknown whole number in a multiplication or division equation.
• Explain how the properties of operations work.
• Apply properties of operations as strategies to multiply and divide.
• Use multiplication to solve division problems.
• Explain how multiplication and division are related operations.

Unit 4 

In this unit students explore area as an attribute of two-dimensional figures and relate it to their prior understandings of multiplication.  Students will find the area of quaderlaterials and use the distributive property to decompose rectilinear shapes.  Students will also find the perimeter of shapes.

Vocabulary:

• Area (the amount of two-dimensional space in a bounded region) 
• Area model (a model for multiplication that relates rectangular arrays to area)
• Square unit (a unit of area—specifically square centimeters, inches, feet, and meters)
• Tile (to cover a region without gaps or overlaps) 
• Unit square (e.g., given a length unit, it is a 1 unit by 1 unit square) 
• Whole number (an integer, i.e., a number without fractions)
• perimeter (the outside measurement of a shape)

By the end of this unit, students should be able to...

• Finding the side lengths of a rectangle in units and multiply the lengths to determine the area.
• Using the technique of decomposing rectilinear figures to find the area of each rectangle in order to determine the area of the entire rectilinear figure.
• Finding the perimeter when given the length of sides.
• Finding the perimeter when there is an unknown side length.
• Designing, Creating, Drawing, Modeling, etc. rectangles with the same perimeter and different areas and/or rectangles with the same area and different perimeters.
• Describing, analyze, and compare properties of two­ dimensional shapes

Quarter 2

Unit 2 

This unit's main focus is adding and subtracting within a 1,000 using strategies and algorithms based on place value, properties of operations and/or the relationship between addition and subtraction. Students will round to the nearest 10 and 100s. Students will also be measuring and estimating liquid volumes and masses of objects.

Students will also learn how to tell time to the nearest minute. (Second grade expectations are that students know time to the 5 minutes). Elapsed time will also be introduced in this unit. Standards do not need to be mastered by the end of this unit. Standards will be revisited throughout the year.

Vocabulary:

Place value, Rounding, Volume, Mass, Grams, Kilograms, Liters

By the end of the unit, students should be able to...

• Justify your answer using various estimation strategies.
• Round a whole number to the nearest 10.
• Round a whole number to the nearest 100.
• Fluently add and subtract within 1,000.
• Choose a strategy for adding and subtracting within 1,000.
• Solve addition and subtraction problems involving elapsed time.
• Estimate and measure liquid volumes and masses of objects using metric units (grams, kilograms, meters, milliliters) 
• Measure weight and liquid volumes in metric units (grams, kilograms, meters, milliliters)
• Read an analog clock face to the minute.
• Write time to the minute.
• Compare an analog clock with a number line diagram.
• Use a number line diagram to add and subtract time intervals in minutes.

Unit 3

This unit's main focus is multiplication and division and solving problems with units 0,1,6-9, and multiples of 10. The students will know the relationship between multiplication and division. They will be able to use manipulatives and pictures to solve a variety of problems. Knowing their facts fluently is an ongoing skill. Story problems are used for multiplication and division throughout the unit.

Vocabulary:

 Array, Associative Property, Commutative Property, Distributive Property, Dividend, Divisor, Factor, Product, Quotient.

By the end of this unit, students should be able to...

• Interpret products of whole numbers as a total number of objects in a number of groups.
• Explain what division means and how it relates to equal shares.
• Interpret quotients as the number of shares or the number of groups when a set of objects is divided equally.
• Solve word problems in situations involving equal groups, arrays, and measurement quantities.
• Represent a word problem using a picture, an equation with a symbol for the unknown number, or in other ways.
• Determine which operation (multiplication or division) is needed to determine the unknown number.
• Solve to find the unknown whole number in a multiplication or division equation.
• Explain how the properties of operations work.
• Apply properties of operations as strategies to multiply and divide.
• Use multiplication to solve division problems.
• Explain how multiplication and division are related operations.

Welcome to 3rd Grade Math!

Hello new math students and parents and welcome to a great new year of mathematics!  May Watts is entering its fifth year of math instruction using the Common Core Math Standards and I have to say, I am a true fan of the instructional shifts.  Students are learning to make real world math connections and think rather than just compute.  I created this math blog to give both students and parents a place to understand, learn, practice and have fun with the standards.  If you click on the Common Core Apple, it will give you a 3-minute rationale on the shift to Common Core Standards. Additionally,  if you click on any of the pictures, they will take you to live links a well.   I try really hard to make math class a safe place to question and explore.  Please feel free to e-mail or call with any questions or concerns you might have.

Quarter 1
To begin the math year, we will be creating our math community. We will discuss the way we use math in everyday life and notice the numbers around us. Also,  will discuss expectations, and establish rules and procedures for our math time to create the best climate for learning.  After that,  we will move to learning...

Number Sense

This is a prerequisite unit that will focus on number sense. Students will understand place value within 1,000 and identify addition and subtraction patterns. Students will demonstrate an understanding of standard and expanded notations. Sequencing and ordering numbers will be reviewed.

Learning Targets:

• Students will understand that digits have value.
• Students will understand that numbers can be written in different forms.
• Students will understand there are patterns when adding and subtracting.

Vocabulary/Concepts 

• Vocabulary - Place value, digit, pattern, standard notation, expanded notation, word form, ordering, sequencing.
• Mathematical operations (Addition, Subtraction, Multiplication, Division).
• Arithmetic Patterns 

Unit 1

This unit's main focus is multiplication and division and solving problems with units of 2-5 and 10. The students will know the relationship between multiplication and division. They will be able to use manipulatives and pictures to solve a variety of problems. Knowing their facts fluently is an ongoing skill. Story problems are used for multiplication and division throughout the unit.

Learning Targets:

• Students will understand there is an inverse relationship between multiplication and division.
• Students will understand there are multitudes of strategies to solve and represent multiplication/division problems.
• Students will understand there are patterns when using four operations.

Vocabulary/Concepts

• Vocabulary - Array, Associative Property, Commutative Property, Distributive Property, Dividend, Divisor, Factor, Product, Quotient.
• From Memory, some Products of two One-Digit Numbers. (0,1,2,3,4,5 facts).
• Symbols to Represent an Unknown Number
• Multiplication & Division are related operations.
• Arithmetic Patterns (Even & Odd Numbers, Patterns in Multiplication Table, Patterns regarding Multiple and Division)
• Strategies for Multiplication & Division.