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Grade/Course Time Frame 2014-2015 Curriculum Pacing Guide 3 Grade Math Grading Period Unit/SOL Read and write six-digit numerals and identify the value and value of each digit. 2 ½ weeks 1 week 1 week rd SOL # 3.1a Round a whole number 9,999 or less to the nearest ten, hundred and thousand 3.1b Compare two whole numbers between 0-9,999 using symbols <,>, or= and words 3.1c Recognize and use the inverse relationships between addition, subtraction, multiplication and division to complete basic fact sentences. Use these relationships to solve problems such as 5+3=8 and 8-3=5 3.2 The student will investigate the identity and the commutative properties for addition and multiplication; and identify examples of the identity and commutative properties for addition and multiplication 3.20 a,b First 9-weeks Strand Resources Number & Number Sense 1. enVision Math textbook and resources Ongoing formative assessments Teach bolded part of SOL 3.2 and 3.20 this Nine Weeks. Number & Number Sense 2. Investigations enVision Assessment Sourcebook All of the Measurement strand will also be taught throughout the year in Science class as well. (refer to Science pacing guide) Number & Number Sense Number & Number Sense 3. Enhanced scope and sequence for math 4. SF SuccessNet 5. TfHS Question Bank 6. IXL Math 7.) Dan Mulligan Problem-Solving Process and Higher Thinking Questions Patterns, Function & Algebra 8.) Number Talks 9.) VDOE Word Wall Cards Assessments End of chapter assessments I/A assessments Common Unit Assessments MAP Testing Notes Grade/Course Time Frame 1½-2 weeks 2014-2015 Curriculum Pacing Guide 3 Grade Math Grading Period rd Unit/SOL The student will estimate solutions to and solve singlestep and multistep problems involving the sum or difference of two whole numbers, each 9,999 or less, with or without regrouping. SOL # 3.4 Strand Computation and Estimation Resources Assessments 1. enVision Math textbook and resources Ongoing formative assessments 2. Investigations enVision Assessment Sourcebook 3. Enhanced scope and sequence for math 4. SF SuccessNet 5. TfHS Question Bank 6. IXL Math 7.) Dan Mulligan Problem-Solving Process and Higher Thinking Questions 8.) Number Talks 9.) VDOE Word Wall Cards First Nine Weeks End of chapter assessments I/A assessments Common Unit Assessments MAP Testing Notes 2014-2015 Curriculum Pacing Guide rd 3 Grade Math Time Frame 1½-2 weeks 1½-2 weeks 1 week Unit/SOL SOL # The student will recall the multiplication and division facts through the twelves table. 3.5 The student will represent multiplication and division using area, set models and number line model, create and solve problems that involve multiplication of two whole numbers, one factor 99 or less and the second factor 5 or less 3.6 The student will investigate the identity and the commutative properties for addition and multiplication; and identify examples of the identity and commutative properties for addition and multiplication 3.20 a,b Second Nine Weeks Strand Computation & Estimation Computation & Estimation Resources Notes 1. enVision Math textbook and resources Ongoing formative assessments 3.20 A,B will focus on the multiplication part 2. Investigations enVision Assessment Sourcebook All of the Measurement strand will also be taught throughout the year in Science class as well. (refer to Science pacing guide) 3. Enhanced scope and sequence for math 4. SF SuccessNet 5. TfHS Question Bank 6. IXL Math Patterns, Functions, and Algebra Assessments 7.) Dan Mulligan Problem-Solving Process and Higher Thinking Questions 8.) Number Talks 9.) VDOE Word Wall Cards End of chapter assessments I/A assessments Common Unit Assessments MAP Testing 2014-2015 Curriculum Pacing Guide 3 Grade Math Second Nine Weeks rd Time Frame 1–1½ weeks 1 week 2 ½ weeks Unit/SOL Recognize and use the inverse relationships between addition, subtraction, multiplication and division to complete basic fact sentences. Use these relationships to solve problems such as 5+3=8 and 8-3=5 SOL # 3.2 Strand Number Sense Resources 1. enVision Math textbook and resources Ongoing formative assessments 2. Investigations enVision Assessment Sourcebook 3. Enhanced scope and sequence for math Determine by counting the value of a collection of bills and coins whose total value is $5 or less, compare the value of coins or bills and make change 3.8 The student will name and write fractions (including mixed numbers) represented by a model; model fractions (including mixed numbers) and write the fractions’ name; and compare fractions having like and unlike denominators, using words and symbols (>,>, or =) 3.3a,b ,c Measurement 4. SF SuccessNet 5. TfHS Question Bank 6. IXL Math Number & Number Sense Assessments 7.) Dan Mulligan Problem-Solving Process and Higher Thinking Questions 8.) Number Talks 9.) VDOE Word Wall Cards End of chapter assessments I/A assessments Common Unit Assessments MAP Testing Notes Third Nine Weeks 1½-2 weeks The student will add and subtract proper fractions having like denominators of 12 or less. 3.7 Computation & Estimation The student will recognize and describe a variety of patterns formed using numbers, tables, and pictures, and extend the patterns, using the same or different forms. 3.19 Patterns, Function & Alegbra 1 week The student will identify and draw representations of points, rays, lines, line segments and angles. 3.15 Geometry 1 week The student will identify and describe congruent and noncongruent plane figures. 3.16 Geometry 3.14 Geometry 1½-2 weeks 1 week The student will identify, describe, compare, and contrast characteristics of plane and solid geometric figures (circle, square, rectangle, triangle, cube, rectangular prism, square pyramid, sphere, cone, and cylinder) by identifying relevant characteristics, including the number of angles, vertices, and edges, and the number and shape of faces, using concrete models. All of the Measurement strand will also be taught throughout the year in Science class as well. (refer to Science pacing guide) Grade/Course Time Frame 1½-2 weeks 1½-2 weeks 2 weeks (All Measuremen t units will be reviewed) 2014-2015 Curriculum Pacing Guide 3 Grade Math Grading Period Fourth Nine Weeks Unit/SOL The student will investigate and describe the concept of probability as chance, and list possible results of a given situation. The student will collect and organize data, using observations, measurements, surveys, or experiments; construct a line plot; a picture graph, or a bar graph to represent the data; and read and interpret the data represented in line plots, bar graphs, and picture graphs and write a sentence analyzing the data. The student will estimate and then use actual measuring devices with metric and U.S. Customary units to measure • length—1/2 inch, inches, feet, yards, centimeters, and meters; • liquid volume—cups, pints, quarts, gallons, and liters; And • weight/mass—ounces, pounds, grams, and kilograms. • area and perimeter rd SOL # 3.18 3.17 Strand Probability & Statistics Probability & Statistics Resources 1. enVision Math textbook and resources Ongoing formative assessments 2. Investigations enVision Assessment Sourcebook 3. Enhanced scope and sequence for math 4. SF SuccessNet 5. TfHS Question Bank 6. IXL Math Measurement 3.9a, b,c,d Assessments 7.) Dan Mulligan Problem-Solving Process and Higher Thinking Questions 8.) Number Talks 9.) VDOE Word Wall Cards End of chapter assessments I/A assessments Common Unit Assessments MAP Testing Notes All of the Measurement strand will also be taught throughout the year in Science class as well. (refer to Science pacing guide) SOL 3.18 and 3.17 will be taught together. We will conduct probability experiments and graph the results. 3.17 graphing will also take place throughout the year in Science experiments. The Student will tell time to the nearest minute, using analog and digital clocks; and determine elapsed time in one-hour increments over a 12-hour period. The student will identify equivalent periods of time, including relationships among days, months, and years, as well as minutes and hours. The student will measure the distance around a polygon in order to determine perimeter; and count the number of square units needed to cover a given surface in order to determine area. The student will read temperature, to the nearest degree, from a Celsius thermometer and a Fahrenheit thermometer. Real thermometers and physical models of thermometers will be used. Measurement 3.11 Measurement 3.12 3.10a, b Measurement Measurement 3.13