Chapter 1
Addition and Subtraction Within 1,000
Operations and Algebraic Thinking Number and Operations in Base Ten
Chapter Essential Question How can you add and subtract whole numbers and decide if the answer is reasonable?
Standards addressed in this chapter:
Use place value understanding and properties of operations to perform multi-digit arithmetic.
CCSS.MATH.CONTENT.3.NBT.A.1
Use place value understanding to round whole numbers to the nearest 10 or 100.
CCSS.MATH.CONTENT.3.NBT.A.2
Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.
CCSS.MATH.CONTENT.3.OA.D.8
Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.
CCSS.MATH.CONTENT.3.OA.D.9
Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations. For example, observe that 4 times a number is always even, and explain why 4 times a number can be decomposed into two equal addends.
-----------------------------------------------------------------------------------
Chapter 2
Represent and Interpret Data
Operations and Algebraic Thinking Number and Operations in Base Ten Measurement and Data
Chapter Essential Question---How can you represent and interpret data?
Standards addressed in this chapter:
CCSS.MATH.CONTENT.3.MD.B.3
Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step "how many more" and "how many less" problems using information presented in scaled bar graphs. For example, draw a bar graph in which each square in the bar graph might represent 5 pets.
CCSS.MATH.CONTENT.3.MD.B.4
Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units— whole numbers, halves, or quarters.
CCSS.MATH.CONTENT.3.NBT.A.2
Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.
CCSS.MATH.CONTENT.3.OA.D.8
Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.
---------------------------------------------------------------------------------------------------------------------------------------------------
Chapter 3
https://www.youtube.com/watch?v=jG9E2pev3bQ
Multiplication Properties
Understand Multiplication
Operations and Algebraic Thinking
Chapter Essential Question---How can you use multiplication to find how many in all?
Standards addressed in this chapter:
CCSS.MATH.CONTENT.3.OA.A.1
Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 × 7.
CCSS.MATH.CONTENT.3.OA.A.3
Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.
CCSS.MATH.CONTENT.3.OA.B.5
Apply properties of operations as strategies to multiply and divide. Examples: If 6 × 4 = 24 is known, then 4 × 6 = 24 is also known. (Commutative property of multiplication.) 3 × 5 × 2 can be found by 3 × 5 = 15, then 15 × 2 = 30, or by 5 × 2 = 10, then 3 × 10 = 30. (Associative property of multiplication.) Knowing that 8 × 5 = 40 and 8 × 2 = 16, one can find 8 × 7 as 8 × (5 + 2) = (8 × 5) + (8 × 2) = 40 + 16 = 56. (Distributive property.)
CCSS.MATH.CONTENT.3.OA.D.8
Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.
--------------------------------------------------------------------------------------------------------------------------------------------------
Chapter 4
Multiplication Facts and Strategies
Operations and Algebraic Thinking
Chapter Essential Question---What strategies can you use to multiply?
Standards addressed in this chapter:
CCSS.MATH.CONTENT.3.OA.A.3
Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.
CCSS.MATH.CONTENT.3.OA.B.5
Apply properties of operations as strategies to multiply and divide. Examples: If 6 × 4 = 24 is known, then 4 × 6 = 24 is also known. (Commutative property of multiplication.) 3 × 5 × 2 can be found by 3 × 5 = 15, then 15 × 2 = 30, or by 5 × 2 = 10, then 3 × 10 = 30. (Associative property of multiplication.) Knowing that 8 × 5 = 40 and 8 × 2 = 16, one can find 8 × 7 as 8 × (5 + 2) = (8 × 5) + (8 × 2) = 40 + 16 = 56. (Distributive property.)
CCSS.MATH.CONTENT.3.OA.C.7
Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers.
CCSS.MATH.CONTENT.3.OA.D.8
Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding
CCSS.MATH.CONTENT.3.OA.D.9
Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations. For example, observe that 4 times a number is always even, and explain why 4 times a number can be decomposed into two equal addends.
Webquests for Chapter 4 (Multiplication Practice)
#1 zunal.com/tasks.php?w=141592
#2 questgarden.com/26/49/3/060608091347/index.htm
Webquests for learning properties of multiplication
#1 mathproperties.weebly.com/process.html
#2 zunal.com/webquest.php?w=65121
(LESSONS 4.8/4.9/4.10 LINKS)
http://illuminations.nctm.org/Activity.aspx?id=4213
http://www.multiplication.com/learn/fact/9/x/9/game
http://www.sheppardsoftware.com/mathgames/monkeydrive/multiply/MDTimes6to9.htm
http://www.arcademics.com/games/
---------------------------------------------------------------------------------
CHAPTER 5 Standards
Whole Number Operations: Operations and Algebraic Thinking Numbers and Operations in Base Ten
Developing understanding of multiplication and division and strategies for multiplication and division within 100
Use Multiplication Facts
Essential Question: How can you use multiplication facts, place value, and properties to solve multiplication problems?
CCSS.MATH.CONTENT.3.OA.A.4
Determine the unknown whole number in a multiplication or division equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 × ? = 48, 5 = _ ÷ 3, 6 × 6 = ?
CCSS.MATH.CONTENT.3.OA.D.9
Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations. For example, observe that 4 times a number is always even, and explain why 4 times a number can be decomposed into two equal addends.
CCSS.MATH.CONTENT.3.NBT.A.3
Multiply one-digit whole numbers by multiples of 10 in the range 10-90 (e.g., 9 × 80, 5 × 60) using strategies based on place value and properties of operations.
Math Station Fun 5.2
/uploads/7/8/8/6/7886761/math_station_fun_5.2.pptx
Math Station Fun 5.3
/uploads/7/8/8/6/7886761/lesson_5.3.pptx
Math Station Fun 5.4
http://mathstory.com/mathlessons/multiplesoftengame/multoftengame.aspx#.VmeKynarSM8
/uploads/7/8/8/6/7886761/math_lesson_5.4.pptx
Math Station Fun 5.5
Another game for you to play Copy and paste the link into a browser window
http://www.education.com/games/multiples-10-game-show/
http://www.oswego.org/ocsd-web/games/Ghostblasters1/gbcd.html
/uploads/7/8/8/6/7886761/lesson_5.5.pptx
-----------------------------------------------------------------------------------------------------------------------------------------------------------------------------
CHAPTER 6
Whole Number Operations: Operations and Algebraic Thinking
Understand Division
Developing understanding of multiplication and division and strategies for multiplication and division within 100
Essential Question: How can you use division to find how many in each group or how many equal groups?
CCSS.MATH.CONTENT.3.OA.A.2
Interpret whole-number quotients of whole numbers, e.g., interpret 56 ÷ 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each. For example, describe a context in which a number of shares or a number of groups can be expressed as 56 ÷ 8.
CCSS.MATH.CONTENT.3.OA.A.3
Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.
Apply properties of operations as strategies to multiply and divide.2 Examples: If 6 × 4 = 24 is known, then 4 × 6 = 24 is also known. (Commutative property of multiplication.) 3 × 5 × 2 can be found by 3 × 5 = 15, then 15 × 2 = 30, or by 5 × 2 = 10, then 3 × 10 = 30. (Associative property of multiplication.) Knowing that 8 × 5 = 40 and 8 × 2 = 16, one can find 8 × 7 as 8 × (5 + 2) = (8 × 5) + (8 × 2) = 40 + 16 = 56. (Distributive property.)
CCSS.MATH.CONTENT.3.OA.B.6
Understand division as an unknown-factor problem. For example, find 32 ÷ 8 by finding the number that makes 32 when multiplied by 8.
CCSS.MATH.CONTENT.3.OA.C.7
Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers.
Lesson 6.1
(copy and paste the following links into a browser window)
http://www.mathfox.com/mathgames/division-game-for-3rd-grade/
http://www.mathchimp.com/3rd-grade-math-games
/uploads/7/8/8/6/7886761/math_lesson_6.1.pptx
Lesson 6.2
http://www.k-5mathteachingresources.com/support-files/sharing-or-grouping.pdf
/uploads/7/8/8/6/7886761/lesson_6.2_math.pptx
Lesson 6.3
(remember to look at games from all previous Chapter 6 lessons to play)
/uploads/7/8/8/6/7886761/math_lesson_6.3.pptx
PEMDAS video
Lesson 6.4
Please watch the video with your headphones.
In addition to the video below, please watch the MATH on the SPOT videos on your THINK CENTRAL account.
https://learnzillion.com/lesson_plans/6170-understand-division-problems-matching-equations-to-real-world-examples
/uploads/7/8/8/6/7886761/math_lesson_6.4.pptx
http://www.schooltube.com/video/7a4d395c2e4e4954a0e5/MCS%204th%20Grade%20Order%20of%20Operations%20Rap
Lesson 6.5
WATCH VIDEO before completing tasks. Copy and paste the link.
https://learnzillion.com/lesson_plans/5764-divide-using-fact-families
Lesson 6.6
Using arrays with division
https://learnzillion.com/resources/6187
Lesson 6.7
Using multiplication to divide
https://learnzillion.com/resources/54442
https://learnzillion.com/resources/54443
Lesson 6.8
Writing a set of related multiplication and division facts
http://jobs.aol.com/videos/salary-negotiation/how-to-use-multiplication-and-division-fact-families/275642065/
Lesson 6.9
The properties of dividing by 0 and 1.
https://learnzillion.com/resources/54430
https://learnzillion.com/resources/54299
----------------------------------------------------------------------------------------------------------------------------------------------------------------------
CHAPTER 7
Whole Number Operations: Operations and Algebraic Thinking
Division Facts and Strategies
Developing understanding of multiplication and division and strategies for multiplication and division within 100
Essential Questions: What strategies can you use to divide?
CCSS.MATH.CONTENT.3.OA.A.3
Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.
CCSS.MATH.CONTENT.3.OA.A.4
Determine the unknown whole number in a multiplication or division equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 × ? = 48, 5 = _ ÷ 3, 6 × 6 = ?
CCSS.MATH.CONTENT.3.OA.C.7
Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers.
CCSS.MATH.CONTENT.3.OA.D.8
Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.
WEBQUESTS!
zunal.com/webquest.php?w=118790
questgarden.com/67/97/2/080706051242/index.htm
Lesson 7.1
Dividing by 2
/uploads/7/8/8/6/7886761/lesson_7.1.pptx
https://learnzillion.com/resources/72645-solve-multiplication-and-division-word-problems-3-oa-a-3
You can also search other PEMDAS videos on You Tube.
http://www.schooltube.com/video/7a4d395c2e4e4954a0e5/MCS%204th%20Grade%20Order%20of%20Operations%20Rap
------------------------------------------------------------------------------------------------------------------------------------------------------------------------------
CHAPTER 8/9
Understand Fractions/Compare Fractions
Number and Operations—Fractions
Developing understanding of fractions, especially unit fractions (fractions with numerator 1)
Essential Question: How can you use fractions to describe how much or how many?
CHAPTER 8
CCSS.MATH.CONTENT.3.NF.A.1
Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b.
CCSS.MATH.CONTENT.3.NF.A.2
Understand a fraction as a number on the number line; represent fractions on a number line diagram.
CCSS.MATH.CONTENT.3.NF.A.3
Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size.
FRACTIONS ON A NUMBER LINE
www.youtube.com/watch?v=SZaXtOHNh6s
---------------------------------------------------------------------------------
CHAPTER 9
CCSS.MATH.CONTENT.3.NF.A.3.A
Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line.
CCSS.MATH.CONTENT.3.NF.A.3.B
Recognize and generate simple equivalent fractions, e.g., 1/2 = 2/4, 4/6 = 2/3. Explain why the fractions are equivalent, e.g., by using a visual fraction model.
CCSS.MATH.CONTENT.3.NF.A.3.D
Compare two fractions with the same numerator or the same denominator by reasoning about their size. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model.
WEBQUESTS
Fraction Webquest
createwebquest.com/node/55320
-------------------------------------------------------------------------------------------------------------------------------------------------------------------------------
http://www.mathplayground.com/?common_core_state_standards_for_mathematics_grade_3.html
https://learnzillion.com/lessons/72-recognize-fractions-breaking-shapes-into-equal-parts
https://learnzillion.com/lessonsets/79-understand-fractions
http://www.coolmath4kids.com/
-------------------------------------------------------------------------------------------------------------------------------------------------------------------------------
CHAPTER 12
http://www.math-play.com/Geometry-Math-Games.html
http://www.sheppardsoftware.com/mathgames/earlymath/shapes_shoot.htm
http://www.mathplayground.com/index_geometry.html
www.glencoe.com/sites/texas/student/mathematics/assets/interactive_lab/geometry/G_08/G_08_dev_100.html
illuminations.nctm.org/uploadedFiles/Content/Lessons/Resources/3-5/RectPar-AS-Versus.pdf
illuminations.nctm.org/Activity.aspx?id=3581
www.abcya.com/shapes_geometry_game.htm
interactivesites.weebly.com/geometry-shapes.html
MATH WORKSHOP
* http://www.ixl.com/standards/common-core/math
* http://scootpad.com/
* http://xtramath.org/
* www.mathfox.com
* www.tenmarks.com
CLICK HERE FOR MORE INFORMATION
KEY WORDS to help your child solve MATH WORD PROBLEMS:
/uploads/7/8/8/6/7886761/clue_words_for_story_problemsmath.doc