3rd+Grade+Timeline

|| · ** Topic 1: ** Numeration · ** Topic 2: ** Adding Whole Numbers ||  ||   ||
 * __ Third Grade Math Timeline 2010-2011 __**
 * **__ Month __** || **__ Standards __** || **__ Topics __** || **__ Lessons __** || **__ Notes __** ||
 * ** September ** || ** 3.D.1 ** - Collect and organize data using observations, measurements, surveys, or experiments, and identify appropriate ways to display the data.
 * 3.D.3 ** - Construct and draw conclusions from representations of data sets in the form of tables, line plots, pictographs, tallies, and bar graphs. || · ** Topic 20: ** Data and Graphs ||  ||   ||
 * ** October ** || ** 3.N.1 ** - Exhibit an understanding of the values of the digits in the base ten number system by reading, modeling, writing, comparing, and ordering whole numbers through 9,999.
 * 3.N.2 ** - Represent, order, and compare numbers through 9,999. Represent numbers using expanded notation (e.g., 853 = 8 x 100 + 5 x 10 + 3), and written out in words (e.g., eight hundred fifty-three).
 * 3.N.7 ** - Use the commutative (order) and identity properties of addition and multiplication on whole numbers in computations and problem situations, e.g., 3 + 4 + 7 = 3 + 7 + 4 = 10 + 4.
 * 3.N.10 ** - Add and subtract (up to four-digit numbers) and multiply (up to two-digit numbers by a one-digit number) accurately and efficiently.
 * 3.N.11 ** - Round whole numbers through 1,000 to the nearest 10, 100, and 1,000.
 * 3.N.12 ** - Understand and use the strategies of rounding and regrouping to estimate quantities, measure, and the results of whole-number computations (addition, subtraction, and multiplication) up to two-digit whole numbers and amounts of money to $100, and to judge reasonableness of the answer.
 * ** November ** || ** 3.N.1 ** - Exhibit an understanding of the values of the digits in the base ten number system by reading, modeling, writing, comparing, and ordering whole numbers through 9,999.
 * 3.N.8 ** - Select and use appropriate operations (addition, subtraction, multiplication, and division) to solve problems, including those involving money.
 * 3.N.10 ** - Add and subtract (up to four-digit numbers) and multiply (up to two-digit numbers by a one-digit number) accurately and efficiently.
 * 3.N.12 ** - Understand and use the strategies of rounding and regrouping to estimate quantities, measure, and the results of whole-number computations (addition, subtraction, and multiplication) up to two-digit whole numbers and amounts of money to $100, and to judge reasonableness of the answer.

|| · ** Topic 3: ** Subtraction Number Sense · ** Topic 4: ** Subtracting Whole Numbers to Solve Problems ||  ||   ||
 * ** December ** || ** 3.N.5 ** - Recognizes classes to which a number may belong (odd numbers, even numbers, and multiples of numbers through 10). Identify the numbers in those classes, e.g., the class of multiples of 7 between 1 and 29 consists of 7, 14, 21, 28.
 * 3.N.6 ** - Select, use, and explain various meanings and models of multiplication (through 10 x 10). Relate multiplication problems to corresponding division problems, e.g., draw a model to represent 5 x 6 and 30 ¸ 6.
 * 3.N.7 ** - Use the commutative (order) and identity properties of addition and multiplication on whole numbers in computations and problem situations, e.g., 3 + 4 + 7 = 3 + 7 + 4 = 10 + 4.
 * 3.N.8 ** - Select and use appropriate operations (addition, subtraction, multiplication, and division) to solve problems, including those involving money.
 * 3.N.9 ** - Know multiplication facts through 10 x 10 and related division facts, e.g., 9 x 8 = 72 and 72 ¸ 9 = 8. Use these facts to solve related problems, e.g., 3 x 5 is related to 3 x 50.

|| · ** Topic 5: ** Multiplication Meanings and Facts · ** Topic 6: ** Multiplication Fact Strategies: Use Known Facts || · ** Topic 6: ** Multiplication Fact Strategies: Use Known Facts · ** Combine Topics 7 and 8: ** Division Meanings & Division Facts
 * (//finish before vacation)// **
 * (//start if you can//) ** ||  ||   ||
 * ** January ** || ** 3.N.6 ** - Select, use, and explain various meanings and models of multiplication (through 10 x 10). Relate multiplication problems to corresponding division problems, e.g., draw a model to represent 5 x 6 and 30 ¸ 6.
 * 3.N.9 ** - Know multiplication facts through 10 x 10 and related division facts, e.g., 9 x 8 = 72 and 72 ¸ 9 = 8. Use these facts to solve related problems, e.g., 3 x 5 is related to 3 x 50.
 * 3.P.4 ** - Write number sentences using +, -, x, ¸, <, =, and/or > to represent mathematical relationships in everyday situations.
 * (//continue and complete//) **
 * (//finish by 2/1)// ** ||  ||   ||
 * ** February ** || ** 3.G.2 ** - Describe, model, draw, compare, and classify two-dimensional shapes, e.g., circles, triangles, and quadrilaterals. Identify and describe simple three-dimensional shapes, e.g., cubes, spheres, and pyramids.
 * 3 G.4 ** - Identify and draw parallel lines, perpendicular lines, and other intersecting lines.
 * 3.G.6 ** - Identify and draw lines of symmetry in two-dimensional shapes.
 * 3.G.7 ** - Predict and explain the results of taking apart and combining two-dimensional shapes.
 * 3.P.1 ** - Create, describe, extend, and explain symbolic (geometric) patterns and addition and subtraction patterns, e.g., 2, 6, 10…; and 50, 45, 40…**.**
 * 3.P.4 ** - Write number sentences using +, -, x, ¸, <, =, and/or > to represent mathematical relationships in everyday situations.

|| · ** Topic 9: ** Patterns and Relationships ** (//finish by vacation)// ** · ** Combine Topics 10 & 11: ** Solids and Shapes & Congruence and Symmetry || · ** Topics 10 & 11: ** Solids and Shapes & Congruence and Symmetry ** (//continue and complete by 3/11)// ** · ** Topic 12: ** Understanding Fractions ** (//all)// ** · ** Topic 14: ** Customary Measurement
 * (//starting 2/22)// ** ||  ||   ||
 * ** March ** || ** 3.G.2 ** - Describe, model, draw, compare, and classify two-dimensional shapes, e.g., circles, triangles, and quadrilaterals. Identify and describe simple three-dimensional shapes, e.g., cubes, spheres, and pyramids.
 * 3.M.1 ** - Demonstrate an understanding of the attributes length, area, and weight, and select the appropriate type of unit for measuring each attribute using both the U.S. Customary (English) and metric systems.
 * 3.M.2 ** - Carry out simple unit conversions within a system of measurement, e.g., hours to minutes, cents to dollars, yards to feet, etc.
 * 3.M.5 ** - Identify and use appropriate metric and U.S. Customary (English) units and tools (e.g., ruler, scale, thermometer, clock) to estimate, measure, and solve problems involving length, area, weight, temperature, and time.
 * 3.N.3 ** - Identify and represent fractions (between 0 and 1 with denominators through 10) as parts of unit wholes and parts of groups. Model and represent a mixed number (with denominator 2, 3, or 4) as whole number and fraction, e.g., 1-2/3, 3-1/2.
 * 3.N.4 ** - Locate on the number line and compare fractions (between 0 and 1 with denominators 2, 3, or 4, e.g., 2/3).
 * 3.N.13 ** - Use concrete objects and visual models to add and subtract (only when the answer is greater than or equal to zero) common fractions (halves, thirds, fourths, sixths, and eighths) with like denominators.
 * (//start by 3/31)// ** ||  ||   ||
 * ** April ** || ** 3.M.2 ** - Carry out simple unit conversions within a system of measurement, e.g., hours to minutes, cents to dollars, yards to feet, etc.
 * 3.M.3 ** - Identify time to the minute on analog and digital clocks using a.m. and p.m. Compute elapsed time, using a clock for times less than one hour (i.e., minutes since), and using a calendar (e.g., days since).
 * 3.M.4 ** - Estimate and find area and perimeter of a rectangle, using diagrams and grids, or by measuring.
 * 3.M.5 ** - Identify and use appropriate metric and U.S. Customary (English) units and tools (e.g., ruler, scale, thermometer, clock) to estimate, measure, and solve problems involving length, area, weight, temperature, and time.

|| · ** Topic 14: ** Customary Measurement ** (//continue and complete//) ** · ** Topic 16 **** : ** Perimeter, Area, and Volume ** (//all)// ** · ** Topic 17: ** Time and Temperature ** (//begin 4/29//) ** ||  ||   ||
 * ** May ** || ** 3.M.1 ** - Demonstrate an understanding of the attributes length, area, and weight, and select the appropriate type of unit for measuring each attribute using both the U.S. Customary (English) and metric systems.
 * 3.M.2 ** - Carry out simple unit conversions within a system of measurement, e.g., hours to minutes, cents to dollars, yards to feet, etc.
 * 3.N.13 ** - Use concrete objects and visual models to add and subtract (only when the answer is greater than or equal to zero) common fractions (halves, thirds, fourths, sixths, and eighths) with like denominators.
 * 3.N.3 ** - Identify and represent fractions (between 0 and 1 with denominators through 10) as parts of unit wholes and parts of groups. Model and represent a mixed number (with denominator 2, 3, or 4) as whole number and fraction, e.g., 1-2/3, 3-1/2.
 * 3.N.8 ** - Select and use appropriate operations (addition, subtraction, multiplication, and division) to solve problems, including those involving money.
 * 3.P.1 ** - Create, describe, extend, and explain symbolic (geometric) patterns and addition and subtraction patterns, e.g., 2, 6, 10…; and 50, 45, 40…**.**

|| · ** Topic 17: ** Time and Temperature ** (//continue and complete)// ** · ** Review ** · ** Topic 13: ** Decimals and Money ** (//all//) ** · ** Topic 15: ** Metric Measurement ** (//start//) ** ||  ||   || ||  ||   ||
 * ** June ** ||  || · ** Topic 15: ** Metric Measurement ** (continue and complete) **
 * ** Centers/ **
 * Enrichment ** || // Only for Topics 18 & 19: //
 * 3.N.8 ** - Select and use appropriate operations (addition, subtraction, multiplication, and division) to solve problems, including those involving money.
 * 3.N.9 ** - Know multiplication facts through 10 x 10 and related division facts, e.g., 9 x 8 = 72 and 72 ¸ 9 = 8. Use these facts to solve related problems, e.g., 3 x 5 is related to 3 x 50.
 * 3.N.10 ** - Add and subtract (up to four-digit numbers) and multiply (up to two-digit numbers by a one-digit number) accurately and efficiently.
 * 3.P.4 ** - Write number sentences using +, -, x, ¸, <, =, and/or > to represent mathematical relationships in everyday situations.

|| · ** Topics 18 & 19: ** Multiplying Greater Numbers & Dividing with 1-digit Numbers · ** Topics 14, 15, 16, and 17 ** are enriched and reviewed during //Third Grade Measurement Days// from late March to mid April. ||  ||   ||