Download Everyday Mathematics Grade 3 Mathematics Curriculum

Milwaukee Public Schools Curriculum Guide-Grade 3
Everyday Mathematics
2008-2009
Throughout The Year
Everyday Mathematics
Grade 3
Mathematics Curriculum Guides
Wisconsin
Mathematics
Standard
MPS
Learning Target
A.
Mathematical
Processes
Note: Mathematical processes
need to be embedded in all
mathematical strands
throughout the school year.
Math processes are assessed on
the WKCE-CRT and reported
as a separate proficiency area.
For example, students are
asked to provide written
justifications and explanations,
pose problems, and represent
concepts.
Wisconsin Assessment
Descriptors for Mathematics
(For Beginning Grade 4)
Curriculum
1) Reasoning: Use reasoning and logic to:
• Perceive patterns
• Identify relationships
• Formulate questions
• Pose problems
• Make conjectures
• Justify strategies
• Test reasonableness of results
2) Communication: Communicate mathematical ideas and reasoning using
the vocabulary of mathematics in a variety of ways (e.g., using words,
numbers, symbols, pictures, charts, tables, diagrams, graphs, and models).
3) Connections: Connect mathematics to the real world as well as within
mathematics.
4) Representations: Create and use representations to organize, record, and
communicate mathematical ideas.
5) Problem Solving: Solve and analyze routine and non-routine problems.
Curriculum Guide Everyday Mathematics – Grade 3
8/26/08
Developed by the Milwaukee Mathematics Partnership with support
by the National Science Foundation under Grant No. 0314898.
1
Milwaukee Public Schools Curriculum Guide-Grade 3
Time
September
19 teaching
days
Curricular
Connections
Units/Lessons
MPS Learning Targets
Unit 1 Routines,
Review, and
Assessment
1.1 Numbers and
Number Sequences
(NO&R, AR)
1.2 Number Grids
(NO&R)
1.3 Introducing the
Student Reference
Book (NO&R)
1.4 Tools for
Mathematics
(NO&R, M, AR)
1.5 Analyzing and
Displaying Data
(Prob/Stats)
1.6 Equivalent Names
(NO&R)
1.7 The Language of
Chance Events
(Prob/Stats)
1.8 Finding Differences
(NO&R, AR)
1.9 Calculator Routines
(NO&R)
1.10 Money (NO&R)
1.11 Solving Problems
with Dollars and
Cents (NO&R)
1.12 Patterns (NO&R,
AR)
1.13 The Length-of-Day
Project (M)
1.14 Progress Check
Number Operations and
Relationships #1
Communicate and use
fluent and flexible
strategies to represent and
compare numbers,
estimate, and solve realworld addition and
subtraction problems
including money. (1.1, 1.2,
1.3, 1.6, 1.8, 1.9, 1.10,
1.11, 1.12)
Number Operations and
Relationships #2
Represent and use concepts
of multiplication (e.g.,
grouping, arrays, skip
counting, repeated
addition) and division (i.e.,
sharing, measuring,
repeated subtraction) to
solve problems with and
without context.
(1.4, 1.9)
Measurement #6
Read and interpret
customary and metric
measuring instruments and
determine time to the
nearest minute and elapsed
time in real-world
situations. (1.4, 1.13)
Curriculum Guide Everyday Mathematics – Grade 3
8/26/08
Everyday Mathematics
Wisconsin State Framework Assessment Descriptors
Number Operations and Relationships
2008-2009
Connections
District Model
CABS
B.a:1 Recognize and apply place-value concepts to whole numbers
less than 10,000. (1.2, 1.8, 1.9)
MPS Number
Operations and
Relationships
CABS #3, #2
B.a:2 Read, write, and represent numbers using words, numerals,
pictures (e.g., base ten blocks), number lines, arrays, expanded forms
(243=200+40+3) and symbolic renaming e.g., 243=250-7. (1.3, 1.6,
1.8)
MPS Statistics and
Probability CABS
#13
B.a:3 Compare and order whole numbers less than 10,000. (1.1, 1.2,
1.3, 1.8, 1.10, 1.11, 1.12)
B.a:4 Count by 2s, 3s, 5s, 10s, 25s, and 100s starting with any
multiple and 100s starting with any number. Identify and name
counting patterns. (1.1, 1.2,1.9, 1.12)
MPS Algebraic
Relationships
CABS #8
MPS Measurement
CABS #8
B.a:5 Count, compare, and make change up to $10.00 using a
collection of coins and one-dollar bills. (1.7, 1.10, 1.11)
B.b:8 Use addition and subtraction in everyday situations and solve
one- and two-step word problems. (1.4, 1.6, 1.9, 1.11, 2.1, 2.3)
B.b: 14 Estimate sums to tens, hundreds and thousands and
differences of ten and hundreds. (1.9)
Measurement
D.a:2 Compare attributes of length, volume and weight by
observation or when given actual measurements. (1.4)
D.b:4 Read and interpret measuring instruments to determine the
measurement of objects with non-standard and standard units to the
nearest centimeter, 1/4-inch. (1.4)
D.b:6 Tell time to the nearest minute and translate time from analog
to digital clocks and vice versa. (1.1, 1.4, 1.13)
Developed by the Milwaukee Mathematics Partnership with support
by the National Science Foundation under Grant No. 0314898.
2
Milwaukee Public Schools Curriculum Guide-Grade 3
September
19 teaching
days
Everyday Mathematics
2008-2009
Statistics and Probability
Statistics and Probability
#7
Formulate questions that
lead to real-world data
investigations, collect,
organize, and display data,
and draw reasonable
conclusions based on the
data. (1.5)
Statistics and Probability
#8
Determine the likelihood
(e.g., more, less, or equally
likely) and fairness of
events, and describe and
predict outcomes and
combinations of simple
events. (1.7)
Algebraic Relationships
#9
Describe, extend, and
make generalizations about
geometric and numeric
patterns, including odd and
even numbers. (1.1, 1.2,
1.8, 1.12)
Curriculum Guide Everyday Mathematics – Grade 3
8/26/08
E.a:2 Collect, organize, and display data in simple bar graphs and
charts including translating data from one form to the other. (1.5,
1.13)
E.a:3 Draw reasonable conclusions based on simple interpretations of
data. (1.5, 1.13)
F.a:4 Read, use information, and draw reasonable conclusions from
data in graphs, tables, charts, and Venn diagrams. (1.5, 1.13)
E.b:5 Determine if the occurrence of future events are more, less, or
equally likely to occur. (1.7)
Algebraic Relationships
F.a:1 Recognize, extend, describe, create, and replicate a variety of
patterns including attribute, number and geometric patterns. Such as:
• Picture patterns
• Patterns in tables and charts
• “What’s-my-rule?” patterns
• Patterns using addition and subtraction rules
Focusing on relationships within patterns as well as extending
patterns e.g., patterns and relationships represented with pictures,
tables and charts; “what’s-my-rule?” patterns using addition and
subtraction rules. (1.8, 1.12)
Developed by the Milwaukee Mathematics Partnership with support
by the National Science Foundation under Grant No. 0314898.
3
Milwaukee Public Schools Curriculum Guide-Grade 3
October
20 teaching
days
Unit 2 Adding and
Subtracting Whole
Numbers
2.1 Fact Families
(NO&R)
2.2 Extensions of
Addition and
Subtraction Facts
(NO&R)
2.3 What’s My Rule?
(NO&R, AR)
2.4 Parts-and-Total
Number Stories
( NO&R)
2.5 Change Number
Stories (NO&R)
2.6 Comparison Stories
(NO&R)
2.7 Partial Sums
Algorithm
(NO & R)
2.8 Subtraction
Algorithms
(NO & R)
2.9 Addition with 3 or
more Addends
(NO&R)
2.10 Addition with 3 or
more Addends
(NO&R)
2.11 Progress Check #2
2.12 Addition with 3 or
more Addends
(NO&R)
2.13 Progress Check
Everyday Mathematics
Number Operations and
Relationships #1
Communicate and use
fluent and flexible
strategies to represent and
compare numbers,
estimate, and solve realworld addition and
subtraction problems
including money. (2.1. 2.2,
2.3, 2.4, 2.5, 2.6, 2.7, 2.8,
2.9, 2.10, 2.12)
Numbers and Operations and Relationships
B.a:1 Recognize and apply place-value concepts to whole numbers
less than 10,000. ( 2.1, 2.2)
Measurement #5
Use appropriate standard
and non-standard units to
compare and estimate
measurable attributes of
objects, including area and
perimeter, and make
simple unit conversions
within a measurement
system. (3.4, 3.6, 3.7)
B.b:15 Estimate sums to tens, hundreds and thousands and
differences of ten and hundreds. (2.4, 2.5, 2.6, 2.7, 2.8)
Measurement #6
Read and interpret
customary and metric
measuring instruments and
determine time to the
nearest minute and elapsed
time in real-world
situations. (3.1, 3.2, 3.3)
Bb:8 Use addition and subtraction in everyday situations and solve
one- and two-step word problems. (2.1, 2.3, 2.4, 2.5, 2.6)
Bb:9 Solve double-and triple-digit addition and subtraction problems
with regrouping in horizontal and vertical format in problems with
and without context. (2.5, 2.6, 2.7, 2.8)
2008-2009
MPS Number
Operations and
Relationships
CABS #5
MPS Measurement
CABS #5
B.b:14 Estimate sums to tens, hundreds and thousands and
differences of ten and hundreds. (2.7, 2.8)
Measurement
D.b: 7 Determine and compare elapsed time in multiples of 15
minutes in problem-solving situations. (2.5, 2.6, 2.9)
D.b:8 Investigate measurements of area and perimeter. (3.4, 3.6, 3.7)
Statistics and Probability
E.a:2 Collect, organize, and display data in simple bar graphs and
charts including translating data from one form to the other. (3.5)
E.a:3 Draw reasonable conclusions based on simple interpretations of
data. (3.5)
E.b:7 Predict the outcomes of a simple event using words to describe
probability. Ex: Flipping a coin has a 1 out of 2 chance of getting a
head. (3.5)
Algebraic Relationships
F.c:7 Use simple equations in a variety of ways to demonstrate the
properties (2.5, 2.6, 2.9)
Unit 3 Linear
Measures and Area
3.1 A “Class Shoe” Unit
of Length (M)
Curriculum Guide Everyday Mathematics – Grade 3
8/26/08
Developed by the Milwaukee Mathematics Partnership with support
by the National Science Foundation under Grant No. 0314898.
4
Milwaukee Public Schools Curriculum Guide-Grade 3
October
20 teaching
days
Unit 3 Linear
Measures and Area
3.2 Measuring with a
Ruler (M)
3.3 Standard Linear
Measures (M)
3.4 Perimeter (G,M)
3.5 A Pattern-Block
Toss Experiment
(Prob/Stats)
3.6 Exploring Area and
Perimeter (M)
3.7 Area (M)
Probability and Statistics
#7
Formulate questions that
lead to real-world data
investigations, collect,
organize, and display data,
and draw reasonable
conclusions based on the
data. (3.5, 3.6, 3.7)
Probability and Statistics
#8
Determine the likelihood
(e.g., more, less, or equally
likely) and fairness of
events, and describe and
predict outcomes and
combinations of simple
events. (3.5)
Algebraic Relationships
#9
Describe, extend, and
make generalizations about
geometric and numeric
patterns, including odd and
even numbers. (2.3, 2.4,
2.5, 2.6)
Everyday Mathematics
2008-2009
Algebraic Relationships
F.a:1 Recognize, extend, describe, create, and replicate a variety of
patterns including attribute, number and geometric patterns. Such as:
• Picture patterns
• Patterns in tables and charts
• “What’s-my-rule?” patterns
• Patterns using addition and subtraction rules
Focusing on relationships within patterns as well as extending
patterns e.g., patterns and relationships represented with pictures,
tables and charts; “what’s-my-rule?” patterns using addition and
subtraction rules. (1.8, 1.12, 2.3)
F.c:6 Use properties and relationships of arithmetic to determine
what number goes in a “box” to make a number sentence true,
• Identify property of zero. Ex: 12 + 0 = “box”
• Identify property of one. Ex: 5 x 1 = “box”
• Commutative property for addition of single-digits
Associative property (2.1)
F.c:7 Use simple equations in a variety of ways to demonstrate the
properties. (2.1)
Algebraic Relationships
#10
Explain the meaning of the
equal sign, use symbols to
represent problem
situations, and use
properties and relationships
to solve open and true/false
number sentences. (2.5,
2.6, 2.7)
Curriculum Guide Everyday Mathematics – Grade 3
8/26/08
Developed by the Milwaukee Mathematics Partnership with support
by the National Science Foundation under Grant No. 0314898.
5
Milwaukee Public Schools Curriculum Guide-Grade 3
November
13 teaching
day
Unit 3 Linear
Measures and Area
3.8 Number Models for
Area (M)
3.9 Diameter and
Circumference (M)
3.10 Progress Check 3
Unit 4 Multiplication
and Division
4.1 Multiples of Equal
Groups (NO&R)
4.2 Multiplication Array
(NO&R)
4.3 Equal Shares and
Equal Groups
(NO&R)
4.4 Division Ties to
Multiplication
(NO&R, AR)
4.5 Multiplication Fact
Power and Shortcuts
(NO&R, AR)
4.6 Multiplication and
Division Fact
Families
(NO&R, AR)
4.7 Baseball
Multiplication
(NO&R, AR)
4.8 EXPLORATIONS:
Exploring Arrays
and Facts (NO&R,
AR)
Number Operations and
Relationships #2
Represent and use concepts
of multiplication (e.g.,
grouping, arrays, skip
counting, repeated
addition) and division (i.e.,
sharing, measuring,
repeated subtraction) to
solve problems with and
without context. (4.1, 4.2,
4.3, 4.4, 4.5, 4.6, 4.7, 4.8)
Measurement #5
Use appropriate standard
and non-standard units to
compare and estimate
measurable attributes of
objects, including area and
perimeter, and make
simple unit conversions
within a measurement
system. (3.8, 3.9)
Algebraic Relationships
#9
Describe, extend, and
make generalizations about
geometric and numeric
patterns, including odd and
even numbers.
(4.6)
Algebraic Relationships
#10
Explain the meaning of the
equals sign; use symbols to
represent problem
situations, and use
properties and relationships
to solve open and true/false
number sentences.(4.5, 4.6)
Curriculum Guide Everyday Mathematics – Grade 3
8/26/08
Everyday Mathematics
Number Operations and Relationships
B.a:2 Read, write, and represent numbers using words, numerals,
pictures (e.g., base ten blocks), number lines, arrays, expanded forms
(243=200+40+3) and symbolic renaming e.g., 243=250-7.
(4.4)
2008-2009
MPS District CABS
Number Operations
and Relationships
#1, 2, 4, 8, 10, 11
B.a:4 Count by 2s, 3s, 5s, 10s, 25s, and 100s starting with any
multiple and 100s starting with any number. Identify and name
counting patterns. (4.1, 4.2, 4.3, 4.4, 4.5, 4.6, 4.7, 4.8)
B.b:10 Demonstrate understanding of multiplication as grouping or
repeated addition or arrays in problems with and without context
(without context up to 5 x 9; in context products up to 100). (4.1, 4.2,
4.3, 4.4, 4.5, 4.6, 4.7, 4.8)
B.b:11 Demonstrate understanding of the concept of division as
repeated subtraction, partitioning/sharing, or measuring (dividend up
to 45 and divisors up to 5). (4.1, 4.2, 4.3, 4.4, 4.6)
Measurement
D.b:8 Investigate measurements of area and perimeter. (3.8, 3.9)
Algebraic Relationships
F.a:1 Recognize, extend, describe, create, and replicate a variety of
patterns including attribute, number and geometric patterns. Such as:
• Picture patterns
• Patterns in tables and charts
• “What’s-my-rule?” patterns
• Patterns using addition and subtraction rules
Focusing on relationships within patterns as well as extending
patterns e.g., patterns and relationships represented with pictures,
tables and charts; “what’s-my-rule?” patterns using addition and
subtraction rules. (4.6)
Number Operations and Relationships
Developed by the Milwaukee Mathematics Partnership with support
by the National Science Foundation under Grant No. 0314898.
6
Milwaukee Public Schools Curriculum Guide-Grade 3
December
15 Teaching
Days
Unit 4 Multiplication
and Division
4.9 Estimating
Distances with Map
Scale (NO&R, M)
4.10 A Coin-Toss
Experiment (Prob)
4.11 Progress Check 4
Unit 5
Place Value in Whole
Numbers and
Decimals
5.1 Place Value through
Ten-Thousands
(NO&R)
5.2 Reading, Writing,
and Ordering
Numbers (NO&R,
Prob/Stat)
5.3 Place Value to
Millions (NO&R,
AR)
5.4 Application: The
U.S. Census
(NO&R, Prob/Stat)
5.5 Very Large
Numbers (NO&R,
M)
5.6 Explorations:
Exploring Estimates
and Polygons
(NO&R, M, G)
Number Operations &
Relationships #1
Communicate and use
fluent and flexible
strategies to represent and
compare numbers,
estimate, and solve realworld addition and
subtraction problems
including money. (5.1, 5.2,
5.3, 5.4, 5.5, 5.7, 5.8)
Number Operations &
Relationships #3 Use partwhole and set models to
represent, compare, and
solve problems with
fractions less than, equal
to, and greater than one
whole.
(5.7, 5.8)
Measurement #5
Use appropriate standard
and non-standard units to
compare and estimate
measurable attributes of
objects, including area and
perimeter, and make
simple unit conversions
within a measurement
system. (4.9)
Statistics and Probability
#8
Determine the likelihood
(e.g., more, less, or equally
likely) and fairness of
events, and describe and
predict outcomes and
combinations of simple
events. (4.10)
Curriculum Guide Everyday Mathematics – Grade 3
8/26/08
Everyday Mathematics
2008-2009
B.a1: Recognize and apply place-value concepts to whole numbers less
than 10,000. (4.9, 5.1, 5.2, 5.3)
B.a:2 Read, write, and represent numbers using words, numerals,
pictures (e.g., base ten blocks), number lines, arrays, expanded forms
(243=200+40+3) and symbolic renaming e.g., 243=250-7.
(5.2, 5.3, 5.5, 5.6, 5.7, 5.8)
B.a: 3 Compare and order whole numbers less than 10,000. (5.1, 5.2,
5.4, 5.5, 5.6)
Bb: 12 Use fractions to represent quantities when solving problems
involving equal sharing or partitioning including fractions less than one
as well as mixed numbers. (5.7, 5.8)
B.a: 13 Represent fractions with shaded circles, rods, squares or
pictorial representations of objects (for a set). (5.8)
B.b: 14 Estimate sums to tens, hundreds and thousands and differences
of ten and hundreds. (4.9)
Geometry
C.b: 2 Create and identify 2-dimensional geometric shapes by
combining or decomposing other shapes. (5.6)
Measurement
D.a1: Describe attributes of length, time, temperature, liquid capacity,
weight/mass, volume and identify appropriate units to measure them.
Units include: inches, feet, yards, miles, meters, centimeters,
millimeters, cups, quarts, gallons, liters, seconds, minutes, hours, days,
months, years, ounces, pounds, grams and degrees Fahrenheit/Celsius.
(4.9)
D.a: 3 Make measurement conversions within a system (e.g., yards to
feet; feet to inches; hours to minutes; days to hours; years to months;
gallons to quarts). (4.9)
D.b:8 Investigate measurements of area and perimeter. (5.6)
Statistics and Probability
Developed by the Milwaukee Mathematics Partnership with support
by the National Science Foundation under Grant No. 0314898.
7
Milwaukee Public Schools Curriculum Guide-Grade 3
December
15 Teaching
Days
Unit 5
Place Value in Whole
Numbers and
Decimals
5.7 Model Decimals
with Base-10 Blocks
(NO&R)
5.8 Tenths and
Hundredths (NO&R)
Algebraic Relationships
#10
Explain the meaning of the
equals sign; use symbols to
represent problem
situations, and use
properties and relationships
to solve open and true/false
number sentences. (4.7)
Everyday Mathematics
2008-2009
E.a:1 Answer and pose questions about collecting, organizing, and
displaying data. Work with data in the context of real-world situations
by formulating questions that lead to data collection and analysis and
determining what data to collect and when and how to collect the data.
(4.10)
E.a:3 Draw reasonable conclusions based on simple interpretations of
data. (4.10)
E.b:2 Determine if the occurrence of future events are more, less, or
equally likely to occur. (4.10)
E.b:7 Predict the outcomes of a simple event using words to describe
probability. Ex: Flipping a coin has a 1 out of 2 chance of getting a head.
(4.10)
Algebraic Relationships
F.b: 5 Use notation to represent mathematical thinking: letter or box
(variable); operation symbols (+,-, =). (5.2)
Number Operations & Relationships
B.a:1 Recognize and apply place-value concepts to whole numbers less
Curriculum Guide Everyday Mathematics – Grade 3
8/26/08
Developed by the Milwaukee Mathematics Partnership with support
by the National Science Foundation under Grant No. 0314898.
8
Milwaukee Public Schools Curriculum Guide-Grade 3
Everyday Mathematics
2008-2009
than 10,000. (5.11)
January
18 Teaching
Days
Unit 5: Place Value in
Whole Numbers and
Decimals
5.9 Tenths and
Hundredths of a
Meter (NO &R)
5.10 Application:
Rainfall (NO & R)
5.11 Place Value in
Decimals (NO&R)
5.12 Sunrise-Sunset
Line Graphs
(Stats/Prob)
5.13 Progress Check 5
Unit 6: Geometry
6.1 Investigating Line
Segments, Rays, and
Lines (G)
6.2 Parallel &
Intersecting Line
Segments, Rays, and
Lines (G)
6.3 Angles and Turns
(G)
6.4 Triangles (G)
Number Operations &
Relationships #1
Communicate and use
fluent and flexible
strategies to represent and
compare numbers,
estimate, and solve realworld addition and
subtraction problems
including money. (5.9,
5.10, 5.11)
Number Operations &
Relationships #3 Use partwhole and set models to
represent, compare, and
solve problems with
fractions less than, equal
to, and greater than one
whole.
(5.12)
Geometry #4 Describe,
compare, and use
properties of polygons (2D) and polyhedra (3-D)
when they are combined,
decomposed, and
transformed (e.g., slides,
flips, and turns), and
identify locations of
figures on a coordinate
system. (6.1, 6.2, 6.3, 6.4,
6.5)
6.5 Quadrangles (G)
6.6 Polygons (G)
6.7 Drawing Angles (G)
Curriculum Guide Everyday Mathematics – Grade 3
8/26/08
B.a:2 Read, write, and represent numbers using words, numerals,
pictures (e.g., base ten blocks), number lines, arrays, expanded forms
(243=200+40+3) and symbolic renaming e.g., 243=250-7. (5.9)
B.a:3 Compare and order whole numbers less than 10,000. (5.10)
B.a:6 Identify a fractional part of a collection/set or parts of a whole.
(5.9, 5.10, 5.11)
B.b:12 Use fractions to represent quantities when solving problems
involving equal sharing or partitioning including fractions less than one
as well as mixed numbers. (5.11)
B.b:14 Estimate sums to tens, hundreds and thousands and differences
of ten and hundreds. (5.10)
Geometry
C.a:1 Identify, describe and compare properties of 2 and 3 dimensional
figures such as squares, triangles, rectangles, pentagon, hexagon,
octagon, pattern block shapes, circles, cubes, pyramids, rectangular
prisms, tetrahedrons, cylinders, and spheres (e.g. comparing sides, faces,
corners, and edges). (6.1, 6.3, 6.4, 6.5, 6.6)
C.b:2 Create and identify 2-dimensional geometric shapes by combining
or decomposing other shapes. (6.1, 6.4, 6.5)
C.b:4 Apply concepts of single-motion geometry (e.g., slides, flips, and
turns) to match two identical shapes. (6.3, 6.7)
C.c:6 Identify and use relationships among figures (e.g., location,
position, and intersection). (6.2)
Measurement
D.a:1 Describe attributes of length, time, temperature, liquid capacity,
weight/mass, volume and identify appropriate units to measure them.
Units include: inches, feet, yards, miles, meters, centimeters,
millimeters, cups, quarts, gallons, liters, seconds, minutes, hours, days,
months, years, ounces, pounds, grams and degrees Fahrenheit/Celsius.
(6.5)
Statistics & Probability
Developed by the Milwaukee Mathematics Partnership with support
by the National Science Foundation under Grant No. 0314898.
9
Milwaukee Public Schools Curriculum Guide-Grade 3
Unit 6: Geometry
January
18 Teaching
Days
Measurement #5
Use appropriate standard
and non-standard units to
compare and estimate
measurable attributes of
objects, including area and
perimeter, and make
simple unit conversions
within a measurement
system. (6.5)
Everyday Mathematics
2008-2009
E.a:1 Answer and pose questions about collecting, organizing, and
displaying data. Work with data in the context of real-world situations
by formulating questions that lead to data collection and analysis and
determining what data to collect and when and how to collect the data.
(5.12)
E.a:2 Collect, organize, and display data in simple bar graphs and charts
including translating data from one form to the other. (5.12)
E.a:3 Draw reasonable conclusions based on simple interpretations of
data. (5.10, 5.12)
Statistics & Probability
#7
Formulate questions that
lead to real-world data
investigations, collect,
organize, and display data,
and draw reasonable
conclusions based on the
data. (5.10, 5.12)
Number Operations and Relationships
B.a:2 Read, write, and represent numbers using words, numerals,
Curriculum Guide Everyday Mathematics – Grade 3
8/26/08
Developed by the Milwaukee Mathematics Partnership with support
by the National Science Foundation under Grant No. 0314898.
10
Milwaukee Public Schools Curriculum Guide-Grade 3
February
20 Teaching
Days
Unit 6: Geometry
6.8 Measuring Angles
(G)
6.9 Symmetry (G)
6.10 Exploring
Congruence, Line
Segments, and Decimals
(G)
6.11 Polyhedrons, Part I
(G)
6.12 Polyhedrons, Part
II (G)
6.13 Progress Check
Unit 7: Multiplication
& Division
7.1 Patterns in Products
(NO &R)
7.2 Multiplication Facts
Survey (NO&R)
7.3 Fact Power (NO&R)
7.4 Number Models
with Parentheses
(NO&R, AR)
7.5 Scoring in
Basketball: An
Application (NO&R)
7.6 Extended Facts:
Multiplication and
Division (NO&R)
7.7 Estimating Costs
(NO&R)
7.8 Extended Facts:
Products of Tens
(NO&R)
7.9 Exploring Ratios
and Geometric Figures
7.10 Progress Check
Number Operations and
Relationships #2
Represent and use concepts
of multiplication (e.g.,
grouping, arrays, skip
counting, repeated
addition) and division (i.e.,
sharing, measuring,
repeated subtraction) to
solve problems with and
without context. (7.1,7.2,
7.3, 7.4, 7.5, 7.6, 7.7, 7.8)
Number Operations &
Relationships #3
Use part-whole and set
models to represent,
compare, and solve
problems with fractions
less than, equal to, and
greater than one whole.
(8.1)
Geometry #4
Describe, compare, and use
properties of polygons (2D) and polyhedra (3-D)
when they are combined,
decomposed, and
transformed (e.g., slides,
flips, and turns), and
identify locations of
figures on a coordinate
system. (6.6, 6.7, 6.8, 6.9,
6.10, 6.11, 6.12, 7.9)
Curriculum Guide Everyday Mathematics – Grade 3
8/26/08
Everyday Mathematics
pictures (e.g., base ten blocks), number lines, arrays, expanded forms
(243=200+40+3) and symbolic renaming e.g., 243=250-7. (7.1, 7.2)
B.a:4 Count by 2s, 3s, 5s, 10s, 25s, and 100s starting with any multiple
and 100s starting with any number. Identify and name counting patterns.
(7.8)
B.a:6 Identify a fractional part of a collection/set or parts of a whole.
(8.1)
2008-2009
MPS CABS
Geometry #4a and
#4 b
MPS CABS
NO&R #2, 3, or 4
#9a, #9b
B.a:7 Read, write, order, and represent unit fractions (e.g., 1/2, 1/3, 1/4)
and part(s) of a set. (8.1)
B.b:10 Demonstrate understanding of multiplication as grouping or
repeated addition or arrays in problems with and without context
(without context up to 5 x 9; in context products up to 100). (7.1, 7.2,
7.4, 7.5, 7.6)
B.b:14 Estimate sums to tens, hundreds and thousands and differences
of ten and hundreds. (7.7)
Geometry
C.a:1 Identify, describe and compare properties of 2 and 3 dimensional
figures such as squares, triangles, rectangles, pentagon, hexagon,
octagon, pattern block shapes, circles, cubes, pyramids, rectangular
prisms, tetrahedrons, cylinders, and spheres (e.g. comparing sides, faces,
corners, and edges. (6.6, 6.11, 6.12, 7.9)
C.b:2 Create and identify 2-dimensional geometric shapes by combining
or decomposing other shapes. (6.9, 6.10)
C.b:3 Identify cubes and square pyramid shapes from their nets (flat
patterns). (6.10)
C.b:4 Apply concepts of single-motion geometry (e.g., slides, flips, and
turns) to match two identical shapes (6.7)
Algebraic Relationships
F.a:1 Recognize, extend, describe, create, and replicate a variety of
patterns including attribute, number and geometric patterns. Such as:
• Picture patterns
• Patterns in tables and charts
• “What’s-my-rule?” patterns
Developed by the Milwaukee Mathematics Partnership with support
by the National Science Foundation under Grant No. 0314898.
11
Milwaukee Public Schools Curriculum Guide-Grade 3
Unit 8 Fractions
February
20 Teaching
Days
8.1 Naming Parts with
Fractions (NO &R)
8.2 Blocks-in-a Bag
Experiment (Stats &
Prob.)
Statistics and
Probability#7
Formulate questions that
lead to real-world data
investigations, collect,
organize, and display data,
and draw reasonable
conclusions based on the
data. (8.2)
Algebraic Relationships
#9
Describe, extend, and
make generalizations about
geometric and numeric
patterns, including odd and
even numbers. (7.4)
Everyday Mathematics
2008-2009
• Patterns using addition and subtraction rules
Focusing on relationships within patterns as well as extending patterns
e.g., patterns and relationships represented with pictures, tables and
charts; “what’s-my-rule?” patterns using addition and subtraction rules.
(7.4)
F.c:6 Use properties and relationships of arithmetic to determine what
number goes in a “box” to make a number sentence true,
• Identify property of zero. Ex: 12 + 0 = “box”
• Identify property of one. Ex: 5 x 1 = “box”
• Commutative property for addition of single-digits
• Associative property (7.5)
Statistics and Probability:
E.a:1 Answer and pose questions about collecting, organizing, and
displaying data. Work with data in the context of real-world situations
by formulating questions that lead to data collection and analysis and
determining what data to collect and when and how to collect the data.
(8.2)
E.b:7 Predict the outcomes of a simple event using words to describe
probability. Ex: Flipping a coin has a 1 out of 2 chance of getting a head.
(8.2)
Number Operations & Relationships
B.a:1 Recognize and apply place-value concepts to whole numbers less
than 10,000. (9.2, 9.4)
Curriculum Guide Everyday Mathematics – Grade 3
8/26/08
Developed by the Milwaukee Mathematics Partnership with support
by the National Science Foundation under Grant No. 0314898.
12
Milwaukee Public Schools Curriculum Guide-Grade 3
March
14 Teaching
Days
Unit 8 Fractions
8.3 Explorations:
Exploring Fractions,
Re-Forming Squares,
and Combinations
(NO & R)
8.4 Number-Line
Posters for Fractions
(NO&R)
8.5 Equivalent Fractions
(NO&R)
8.6 Comparing
Fractions (NO&R)
8.7 Fractions Greater
than One (NO&R)
8.8 Fractions in Number
Stories (NO&R)
8.9 Progress Check
Unit 9 Multiplication
& Division
9.1 Multiply and Divide
with Multiples of 10,
100, and 1, 000
(NO&R)
9.2 Using mental Math
to Multiply (NOR)
9.3 Explorations:
Exploring Arrays,
Areas, and Fractions
(NO&R)
Number Operations &
Relationships #2
Represent and use concepts
of multiplication (e.g.,
grouping, arrays, skip
counting, repeated
addition) and division (i.e.,
sharing, measuring,
repeated subtraction) to
solve problems with and
without context. (9.1, 9.2,
9.3)
Number Operations &
Relationships #3
Use part-whole and set
models to represent,
compare, and solve
problems with fractions
less than, equal to, and
greater than one whole.
(8.3, 8.4, 8.5, 8.6, 8.8)
Everyday Mathematics
B.a:4 Count by 2s, 3s, 5s, 10s, 25s, and 100s starting with any multiple
and 100s starting with any number. Identify and name counting patterns.
(9.1)
B.a:6 Identify a fractional part of a collection/set or parts of a whole.
(8.3, 8.8)
B.a:7 Read, write, order, and represent unit fractions (e.g., 1/2, 1/3, 1/4)
and part(s) of a set. ( 8.4, 8.5, 8.6, 8.7)
2008-2009
MPS CABS
Algebraic
Relationships #7a,
#7b, 9
MPS CABS
Number Operations
and Relationships
#1, 8, 9a/b, 10, 11
B.b:9 Solve double-and triple-digit addition and subtraction problems
with regrouping in horizontal and vertical format in problems with and
without context. (9.2)
B.b:10 Demonstrate understanding of multiplication as grouping or
repeated addition or arrays in problems with and without context
(without context up to 5 x 9; in context products up to 100). (9.3)
B.b:12 Use fractions to represent quantities when solving problems
involving equal sharing or partitioning including fractions less than one
as well as mixed numbers. (8.7)
B.b:14 Estimate sums to tens, hundreds and thousands and differences
of ten and hundreds. (9.2)
Statistics and Probability:
E.b:7 Predict the outcomes of a simple event using words to describe
probability. Ex: Flipping a coin has a 1 out of 2 chance of getting a head.
(8.3)
Number Operations and Relationships
B.a:1 Recognize and apply place-value concepts to whole numbers less
than 10,000. (9.5, 9.6, 9.11, 9.12)
Curriculum Guide Everyday Mathematics – Grade 3
8/26/08
Developed by the Milwaukee Mathematics Partnership with support
by the National Science Foundation under Grant No. 0314898.
13
Milwaukee Public Schools Curriculum Guide-Grade 3
April
16 Teaching
Days
Unit 9 Multiplication
& Division
9.4 A Multiplication
Algorithm (NO&R)
9.5 Buying at the StockUp Sale (NO&R)
9.6 Factors of a Whole
Number (NO&R)
9.7 Sharing Money
(NO&R)
9.8 Broken-Calculator
Division (NO&R)
9.9 Lattice
Multiplication
(NO&R)
9.10 Exploring Arrays,
Equilateral Triangles,
and Strength of Paper
(NO&R)
9.11 Products of 2-digit
Numbers, Part 1
(NO &R)
9.12 Products of 2-digit
Numbers, Part 2
(NO&R)
9.13 Positive and
Negative Numbers
(NO&R, M)
9.14 Progress Check 9
Number Operations &
Relationships #1
Communicate and use fluent
and flexible strategies to
represent and compare
numbers, estimate, and solve
real-world addition and
subtraction problems
including money. (9.7, 9.12,
9.13)
Unit 10 Measurement
& Data
Measurement #6
Read and interpret customary
and metric measuring
instruments and determine
time to the nearest minute
10.1 Review: Length
(M)
10.2 Volume (M)
10.3 Weight (M)
Number Operations &
Relationships #2
Represent and use concepts of
multiplication (e.g., grouping,
arrays, skip counting, repeated
addition) and division (i.e.,
sharing, measuring, repeated
subtraction) to solve problems
with and without context.
(9.4, 9.5, 9.6, 9.8, 9.9, 9.10,
9.11, 9.12)
Measurement #5
Use appropriate standard and
non-standard units to compare
and estimate measurable
attributes of objects, including
area and perimeter, and make
simple unit conversions
within a measurement system.
(10.1, 10.2, 10.3)
and elapsed time in realworld situations. (9.13,
10.1)
Everyday Mathematics
B.a:2 Read, write, and represent numbers using words, numerals,
pictures (e.g., base ten blocks), number lines, arrays, expanded forms
(243=200+40+3) and symbolic renaming e.g., 243=250-7. (9.6, 9.11,
9.12)
2008-2009
MPS CABS
Number Operations
& Relationships
1, 2, 4, 9a, 9b, 10, 11
Ba:3: Compare and order whole numbers less than 10,000. (9.13)
B.a:5 Count, compare, and make change up to $10.00 using a collection
of coins and one-dollar bills. (9.7)
B.b:10 Demonstrate understanding of multiplication as grouping or
repeated addition or arrays in problems with and without context
(without context up to 5 x 9; in context products up to 100). (9.4. 9.5,
9.6, 9.9, 9.10, 9.11, 9.12)
B.b:11 Demonstrate understanding of the concept of division as
repeated subtraction, partitioning/sharing, or measuring (dividend up to
45 and divisors up to 5) (9.8)
Measurement
Da:2: Compare attributes of length, volume and weight by observation
or when given actual measurements. (10.2, 10.3)
Da:3: Make measurement conversions within a system (e.g., yards to
feet; feet to inches; hours to minutes; days to hours; years to months;
gallons to quarts). (10.1, 10.5)
Db:4: Read and interpret measuring instruments to determine the
measurement of objects with non-standard and standard units to the
nearest centimeter, 1/4-inch. (10.1)
Db:5: Read thermometers to the nearest 5 degrees F/C. (9.13)
Statistics & Probability
E.a:2 Collect, organize, and display data in simple bar graphs and charts
including translating data from one form to the other. (9.10)
Number Operations & Relationships
Curriculum Guide Everyday Mathematics – Grade 3
8/26/08
B.a:7 Read, write, order, and represent unit fractions (e.g., 1/2, 1/3, 1/4)
and part(s) of a set. (10.5)
Developed by the Milwaukee Mathematics Partnership with support
by the National Science Foundation under Grant No. 0314898.
14
Milwaukee Public Schools Curriculum Guide-Grade 3
May
20 Teaching
Days
Unit 10 Measurement
& Data
10.4 Explorations:
Exploring Weight &
Volume (NO&R, M)
10.5 Capacity (NO &
R, M)
10.6 The Mean and the
Median (Stat & Prob)
10.7 Calculating the
Mean (Stat & Prob)
10.8 Calculator Memory
(NO&R)
10.9 Frequency
Distributions (Stats &
Prob)
10.10 Coordinate Grids
(G)
10.11 Progress Check
10
Probability; YearLong Projects,
Revisited
11.1 The Length-of-Day
Project Revisited
(Stats/Prob)
Number Operations &
Relationships #1
Communicate and use
fluent and flexible
strategies to represent and
compare numbers,
estimate, and solve realworld addition and
subtraction problems
including money. (10.5,
10.8)
Everyday Mathematics
B.b:8 Use addition and subtraction in everyday situations and solve oneand two-step word problems. (10.8)
Unit 10 Assessment
MPS Measurement
CAB 1, 4, 11a, 11b
B.b:9 Solve double-and triple-digit addition and subtraction problems
with regrouping in horizontal and vertical format in problems with and
without context. (10.8)
Statistics and
Probability
12 a,b,c, 13 a,b
B.b:10 Demonstrate understanding of multiplication as grouping or
repeated addition or arrays in problems with and without context
(without context up to 5 x 9; in context products up to 100). (10.4)
Number Operations &
Relationships #2
Represent and use concepts
of multiplication (e.g.,
grouping, arrays, skip
counting, repeated
addition) and division (i.e.,
sharing, measuring,
repeated subtraction) to
solve problems with and
without context. (10.4,
10.5, 10.8)
B.b:15 Determine reasonableness of answers. (10.8)
Geometry #4
Describe, compare, and use
properties of polygons (2D) and polyhedra (3-D)
when they are combined,
decomposed, and
transformed (e.g., slides,
flips, and turns), and
identify locations of
figures on a coordinate
system. (10.10)
Statistics & Probability
11.2 National High/Low
Temperatures
Summaries (Stats &
Prob)
Curriculum Guide Everyday Mathematics – Grade 3
8/26/08
2008-2009
Measurement
D.a:3: Make measurement conversions within a system (e.g., yards to
feet; feet to inches; hours to minutes; days to hours; years to months;
gallons to quarts). (10.5)
Unit 11 Assessment
MPS Statistics &
Probability
7, 8, 9, 10 a & b, 11,
14 a & b, 15 & 15a
D.b:8 Investigate measurements of area and perimeter. (10.4)
Geometry
C.c:5 Use simple 2-dimensional coordinate systems to find locations on
maps and to represent points and simple figures with coordinates using
letters and numbers, (e.g., (E, 3). (10.10)
E.a:1 Answer and pose questions about collecting, organizing, and
displaying data. Work with data in the context of real-world situations
by formulating questions that lead to data collection and analysis and
determining what data to collect and when and how to collect the data.
(10.6)
Number Operations & Relationships
B.a:6 Identify a fractional part of a collection/set or parts of a whole.
Developed by the Milwaukee Mathematics Partnership with support
by the National Science Foundation under Grant No. 0314898.
15
Milwaukee Public Schools Curriculum Guide-Grade 3
May
20 Teaching
Days
Measurement #5
Use appropriate standard
and non-standard units to
compare and estimate
measurable attributes of
objects, including area and
perimeter, and make
simple unit conversions
within a measurement
system. (10.4)
Measurement #6
Read and interpret
customary and metric
measuring instruments and
determine time to the
nearest minute and elapsed
time in real-world
situations. (11.1)
Everyday Mathematics
2008-2009
(11.4)
B.a:7 Read, write, order, and represent unit fractions (e.g., 1/2, 1/3, 1/4)
and part(s) of a set. (11.1, 11.3)
B.b:13 Estimate sums to tens, hundreds and thousands and differences
of ten and hundreds. (11.4)
Statistics & Probability
E.a:1 Answer and pose questions about collecting, organizing, and
displaying data. Work with data in the context of real-world situations
by formulating questions that lead to data collection and analysis and
determining what data to collect and when and how to collect the data.
(11.2)
E.a:2: Collect, organize, and display data in simple bar graphs and
charts including translating data from one form to the other. (10.6, 10.9,
11.2, 11.3)
E.a:3: Draw reasonable conclusions based on simple interpretations of
data. (10.7, 11.2, 11.4, 11.5)
E.a:4: Read, use information, and draw reasonable conclusions from
data in graphs, tables, charts, and Venn diagrams. (11.2)
E.b:6: Design a fair and an unfair spinner. (11.4)
E.b:7 Predict the outcomes of a simple event using words to describe
probability. Ex: Flipping a coin has a 1 out of 2 chance of getting a head.
(11.5)
See Descriptors Above
Curriculum Guide Everyday Mathematics – Grade 3
8/26/08
Developed by the Milwaukee Mathematics Partnership with support
by the National Science Foundation under Grant No. 0314898.
16
Milwaukee Public Schools Curriculum Guide-Grade 3
Probability; YearLong Projects,
Revisited
June
7 teaching
days
11.3 Spinner
Experiments (NO&R,
Stats & Prob)
11.4 Designing Spinners
(Stats & Prob)
11.5 Using Data to
Predict Outcomes (Stats
& Prob)
11.6 Progress Check
(NO&R)
Everyday Mathematics
Statistic & Probability #7
Formulate questions that
lead to real-world data
investigations, collect,
organize, and display data,
and draw reasonable
conclusions based on the
data. (10.6, 10.7, 11.2,
11.4, 11.5)
2008-2009
End of the Year
Assessment p. 217224
Statistics & Probability
#8
Determine the likelihood
(e.g., more, less, or equally
likely) and fairness of
events, and describe and
predict outcomes and
combinations of simple
events. (11.5)
The committee recommends teachers to consider combining similar mathematical ideas. This may
assist students in developing a deeper conceptual understanding of mathematics. Also, there are 7
teaching days in June, which might include extension activities as well as end-of-the year projects
that are in the curriculum.
Curriculum Guide Everyday Mathematics – Grade 3
8/26/08
Developed by the Milwaukee Mathematics Partnership with support
by the National Science Foundation under Grant No. 0314898.
17