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Third Grade Key Learning - Big Ideas
Can be used in conjunction with SBRC PLANNING GRID
Land
mark
1
2
Skill
Name the value of
each digit in
numbers to 10,000
and be able to order
& compare these
numbers
Topic
1
NS 1.2, 1.3
Round numbers to
the nearest ten,
hundred, and
thousand by
locating the
number halfway
between multiples
of 1000, 100, &
10.
2
Suggestions for Mastery
Looks like:
Begin with concrete
models (numbers to
1,000), then transition to
symbolic models such as a
place value chart and
expanded form.
Keep place value chart on
Math Wall
Practice using place value
to round by looking at the
rounding place and then
the digit to the right.
Round down if it is less
than 5, or up if it is 5 or
more.
Practice underlining the
digit in the rounding place.
Sounds like:
“The value of the 6 in
16,354 is 6,000. To show
the value of each digit I can
use expanded form:
16, 354 = 10,000 + 6,000 +
300 + 50 + 4.”
↓
“I know that 600 is greater
than 500 (the halfway
number)so I will round up.”
“When rounding to the
hundreds place, know
which two hundreds the
number falls between.”
“When rounding to the tens
RUSD/ revised SDUSD 11_2010
Page 1
Third Grade Key Learning - Big Ideas
Can be used in conjunction with SBRC PLANNING GRID
Land
mark
Skill
Topic
Suggestions for Mastery
NS 1.4
3
4
Commit to memory
multiplication facts
for numbers
between 1 and 10
Looks like:
Sounds like:
place, know which two tens
the number falls between.”
Skip counting
Bar diagrams
6,7,8
NS 2.2
“3 x 4 = 12”
Number patterns in 100s
board
“Tough Times” chart
Understand the
inverse relationship
of multiplication &
division and use to
check calculations
NS2.3
RUSD/ revised SDUSD 11_2010
10
Create and use factor
tables
“If 2 x 6 = 12, then 6 x 2 =
12.”
Create fact families for
multiplication/
division and keep on Math
Wall
“I know that 12 ÷ 2 = 6
because 2 x 6 = 12.”
Page 2
Third Grade Key Learning - Big Ideas
Can be used in conjunction with SBRC PLANNING GRID
Land
mark
5
6
7
Skill
Calculate the
product of a multidigit factor by a
one-digit factor.
NS2.4
Determine the area
and volume of solid
figures.
MG 1.2
Topic
Suggestions for Mastery
Use rounding to estimate a
reasonable product.
14
Practice computing partial
products.
Use polygons on grid lines.
Use cubes to build solids.
18
1.3
Identify, describe,
and classify plane
shapes and solid
figures.
MG 2.0
RUSD/ revised SDUSD 11_2010
5
Use nets in Tool 39-43 to
construct geometric
figures and analyze
surfaces.
Connect concepts to
everyday objects.
Create “angles and
shapes” poster for Math
Wall
Use manipulatives
Reinforce vocabulary
Looks like:
3,671 x 3
3,000 x 3 = 9,000
600 x 3 = 1,800
70 x 3 = 210
1x3=
3
11,013
Sounds like:
“If I round 3,671 to the
leading digit, it will be
4,000 x 3, or about 12,000.
By adding the partial
products I can get the exact
product of 11,013.”
“Perimeter measures the
units around the outside
border.”
“Area measures the interior
in square units.”
“Volume is the number of
cubic units that fill a
space.”
“A right angle measures
90◦.”
“Other angles can be either
obtuse (> 90◦) or acute (<
90◦)
“Parallel lines will never
intersect.”
“Triangles can be classified
by the lengths of their
Page 3
Third Grade Key Learning - Big Ideas
Can be used in conjunction with SBRC PLANNING GRID
Land
mark
Skill
Topic
Suggestions for Mastery
Looks like:
Sounds like:
sides.”
8
9
Know and
understand that
fractions and
decimals are two
different
representations of
the same concept.
Represent
relationships as
mathematical
expressions.
12, 19
11
Use “other examples” from
lesson 19-2 as a reference
visual on the Math Wall
“3 x 2 is less than 4 x 3, so
I would write it as an
inequality.”
Use flashcards with cards
that have operation or
comparison symbols on
them.
Use picture of balance
scales on Math Wall
RUSD/ revised SDUSD 11_2010
“I know that ¼ = 25/100,
so one-fourth of a dollar
must be 25 cents. 25 cents
is written in decimal
notation as .25, which
equals ¼.”
“5 x 8 has the same value
as 4 x 10, so I will have to
use an equal sign.”
<
>
Page 4
Third Grade Key Learning - Big Ideas
Can be used in conjunction with SBRC PLANNING GRID
Land
mark
Skill
Topic
Suggestions for Mastery
Looks like:
Sounds like:
=
10
Find the unit cost of
an item given the
total cost or find the
total cost if given
the cost per unit.
RUSD/ revised SDUSD 11_2010
Use bar diagrams on Math
Wall
Practice multiplication
facts
“I need to divide the total
cost by the number of
pencils to get the cost of 1
pencil.”
6,9
Page 5