Math
Taught by: Ms. Cirrone, Mrs. Oppenheim and Mrs. Solitro
If you forgot your math homework at school, please click the MORE tab above and then click the Math Homework tab. If you forgot which sheet is for homework, see homework schedule first.
Timed Facts Tests: Every Friday (or last day of the week) students will take a facts test. Each student will start with addition, followed by subtraction, and then proceed to multiplication. Each student will progress to a new facts test after receiving a grade of 95% or greater on the test. The goal for grade 3 is to complete facts through 9x9 by the end of the year. These scores do not influence your child’s math grades. For extra practice go to.... http://xtramath.org/ This is a free sight.
State Frameworks Grade 3 Multiplication Facts
Know multiplication facts through 9 x 9 and related division facts. Use these facts to solve related multiplication problems and compute related problems, e.g., 3 x 5 is related to 30 x 50, 300 x 5, and 30 x 500.
PARCC Mathematics
To ensure that your child has the most stress free experience with the grade 3 PARCC Assessments, the grade 3 team will be incorporating practice PARCC tests within our instruction. The Mathematics portion of PARCC will be administered during March and May. Please visit the Department of Education's web-site for detailed PARCC information http://www.doe.mass.edu/parcc/
Scott Foresman-Addison Wesley enVision MATH Common Core Edition
Log-in from home at https://www.pearsonsuccessnet.com/snpapp/login/login.jsp
Topic 1 Numeration (Nine Lessons - roughly three weeks)
Use place value understanding to round whole numbers to the nearest 10 or 100.
Read and write 3-digit and 4-digit numbers.
Fluently add and subtract within 1,000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.
Solving word problems by making an organized list.
Topic 2 Number Sense: Addition and Subtraction (Nine Lessons - two weeks)
- strategies to add and subtract numbers using mental math. One strategy for solving addition problems using mental
math is to break apart numbers to make a ten because the ten is easier to add.
Example: 25+13 add the two ones 1.) 5+3=8 2.) 20+10= 30 3.) 8+30=38
- learning to use estimated sums and differences to check if an answer is reasonable.
Example: 28+11= 39 30+10=40
Topic 3 Using Place Value to Add and Subtract (Ten Lessons)
- learning to add 2- and 3-digit numbers.
- regroup or “rename” (adults might know this as borrowing) 10 ones as 1 ten, or rename 10 tens as 1 hundred. For example, when adding 124 + 189, you must rename or regroup twice.
- draw pictures of place-value blocks to show addition of 2- and 3-digit numbers.
Topic 4 Multiplication Meanings and Facts
This unit contains 5 lessons (7 Class Days): multiplication as repeated addition, arrays and multiplication, using multiplication to compare, writing multiplication stories, writing to explain, solving two-question word problems, and memorizing our facts.
Topic 5 Multiplication Facts: (7 lessons) We will be combining unit 5 and 6 into 1 test
In this unit, students will learn to multiply 0,1,2,5,9, and 10. Students will learn patterns to help memorize these facts and continue to solve word problems.
Topic 6 Multiplication facts continued from Unit 5 (9 Lessons)
In this unit, students will learn to multiply 3, 4, 6, 7, and 8 using known facts. Example 3 x 8 can be solved by splitting a 3 by 8 array into two smaller arrays: 1x8 and 2x8.
Topic 7: Meanings of Division
Topic 8 Division Facts
Topic 9 and 10 Fractions
Topic 9 Understanding Fractions
Topic 10 Fraction comparisons and Equivalents
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.
2. Understand a fraction as a number on the number line; represent fractions on a number line diagram.
a. Represent a fraction 1/b on a number line diagram by defining the interval from 0 to 1 as the whole and partitioning it into b equal
parts. Recognize that each part has size 1/b and that the endpoint of the part based at 0 locates the number 1/b on the number line.
b. Represent a fraction a/b on a number line diagram by marking off a lengths 1/b from 0. Recognize that the resulting interval has size a/b and that its endpoint locates the number a/b on the number line.
Unit 11 Two Dimensional Shapes and their Attributes
Your child is learning about geometry and the shapes found around us. He or she is learning about lines (parallel, intersecting, and perpendicular), angles (90 degree, acute, obtuse) and polygons. Your child will learn how to describe triangles and quadrilaterals based on their angles and sides.
Unit 12 Time (four lessons)
Tell and write time to the nearest minute and measure time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes, e.g., by representing the problem on a number line diagram.
Unit 13 Perimeter
Geometric measurement: recognize perimeter as an attribute of plane figures and distinguish between linear and area measures.
Solve real-world and mathematical problems involving perimeters of polygons, including finding the perimeter given the side lengths, finding an unknown side length, and exhibiting rectangles with the same perimeter and different areas or with the same area and different perimeters.
Unit 14 Area
Geometric measurement: understand concepts of area and relate area to multiplication and to addition.
-Recognize area as an attribute of plane figures and understand concepts of area measurement.
a. A square with side length 1 unit, called “a unit square,” is said to have “one square unit” of area, and can be used to measure area.
b. A plane figure which can be covered without gaps or overlaps by n unit squares is said to have an area of n square units.
-Measure areas by counting unit squares (square cm, square m, square in, square ft, and improvised units).
-Relate area to the operations of multiplication and addition.
a. Find the area of a rectangle with whole-number side lengths by tiling it, and show that the area is the same as would be found by multiplying the side lengths.
b. Multiply side lengths to find areas of rectangles with whole-number side lengths in the context of solving real-world and mathematical problems, and represent whole-number products as rectangular areas in mathematical reasoning.
c. Use tiling to show in a concrete case that the area of a rectangle with whole-number side lengths a and b + c is the sum of a × b and a × c. Use area models to represent the distributive property in mathematical reasoning.
d. Recognize area as additive. Find areas of rectilinear figures by decomposing them into non-overlapping rectangles and adding the areas of the non-overlapping parts, applying this technique to solve real-world problems.
Unit 15 Liquid, Volume, and Mass
Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l).22 Add, subtract, multiply, or divide to solve one-step word problems involving masses or volumes that are given in the same units, e.g., by using drawings (such as a beaker with a measurement scale) to represent the problem.
Unit 16 Data
Represent and interpret data.
-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.
-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
Timed Facts Tests: Every Friday (or last day of the week) students will take a facts test. Each student will start with addition, followed by subtraction, and then proceed to multiplication. Each student will progress to a new facts test after receiving a grade of 95% or greater on the test. The goal for grade 3 is to complete facts through 9x9 by the end of the year. These scores do not influence your child’s math grades. For extra practice go to.... http://xtramath.org/ This is a free sight.
State Frameworks Grade 3 Multiplication Facts
Know multiplication facts through 9 x 9 and related division facts. Use these facts to solve related multiplication problems and compute related problems, e.g., 3 x 5 is related to 30 x 50, 300 x 5, and 30 x 500.
PARCC Mathematics
To ensure that your child has the most stress free experience with the grade 3 PARCC Assessments, the grade 3 team will be incorporating practice PARCC tests within our instruction. The Mathematics portion of PARCC will be administered during March and May. Please visit the Department of Education's web-site for detailed PARCC information http://www.doe.mass.edu/parcc/
Scott Foresman-Addison Wesley enVision MATH Common Core Edition
Log-in from home at https://www.pearsonsuccessnet.com/snpapp/login/login.jsp
Topic 1 Numeration (Nine Lessons - roughly three weeks)
Use place value understanding to round whole numbers to the nearest 10 or 100.
Read and write 3-digit and 4-digit numbers.
Fluently add and subtract within 1,000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.
Solving word problems by making an organized list.
Topic 2 Number Sense: Addition and Subtraction (Nine Lessons - two weeks)
- strategies to add and subtract numbers using mental math. One strategy for solving addition problems using mental
math is to break apart numbers to make a ten because the ten is easier to add.
Example: 25+13 add the two ones 1.) 5+3=8 2.) 20+10= 30 3.) 8+30=38
- learning to use estimated sums and differences to check if an answer is reasonable.
Example: 28+11= 39 30+10=40
Topic 3 Using Place Value to Add and Subtract (Ten Lessons)
- learning to add 2- and 3-digit numbers.
- regroup or “rename” (adults might know this as borrowing) 10 ones as 1 ten, or rename 10 tens as 1 hundred. For example, when adding 124 + 189, you must rename or regroup twice.
- draw pictures of place-value blocks to show addition of 2- and 3-digit numbers.
Topic 4 Multiplication Meanings and Facts
This unit contains 5 lessons (7 Class Days): multiplication as repeated addition, arrays and multiplication, using multiplication to compare, writing multiplication stories, writing to explain, solving two-question word problems, and memorizing our facts.
Topic 5 Multiplication Facts: (7 lessons) We will be combining unit 5 and 6 into 1 test
In this unit, students will learn to multiply 0,1,2,5,9, and 10. Students will learn patterns to help memorize these facts and continue to solve word problems.
Topic 6 Multiplication facts continued from Unit 5 (9 Lessons)
In this unit, students will learn to multiply 3, 4, 6, 7, and 8 using known facts. Example 3 x 8 can be solved by splitting a 3 by 8 array into two smaller arrays: 1x8 and 2x8.
Topic 7: Meanings of Division
- Division as sharing - Taught with counters. 6 divided by 3. Create a pile of 6 counters (plastic square pieces). You need to divide your 6 counters into 3 equal groups. How many counters are in each group?
- Division as repeated subtraction Example: 12 divided by 2. How many times can you take 2 away from 12? 12-2=10, 10-2=8, 8-2=6, 6-2=4, 4-2=2, 2-2=0 You can take 2 away 6 times, 12 divided by 2 is 6. We learn this method with counters first. Student take two counters away at a time. Start with 12 Cheerios. How many groups of 2 can you make?
- Writing division stories
- Solving division word problems using objects and pictures
Topic 8 Division Facts
- Using multiplication facts to solve division facts
- Solving multi-step word problems
Topic 9 and 10 Fractions
Topic 9 Understanding Fractions
Topic 10 Fraction comparisons and Equivalents
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.
2. Understand a fraction as a number on the number line; represent fractions on a number line diagram.
a. Represent a fraction 1/b on a number line diagram by defining the interval from 0 to 1 as the whole and partitioning it into b equal
parts. Recognize that each part has size 1/b and that the endpoint of the part based at 0 locates the number 1/b on the number line.
b. Represent a fraction a/b on a number line diagram by marking off a lengths 1/b from 0. Recognize that the resulting interval has size a/b and that its endpoint locates the number a/b on the number line.
Unit 11 Two Dimensional Shapes and their Attributes
Your child is learning about geometry and the shapes found around us. He or she is learning about lines (parallel, intersecting, and perpendicular), angles (90 degree, acute, obtuse) and polygons. Your child will learn how to describe triangles and quadrilaterals based on their angles and sides.
Unit 12 Time (four lessons)
Tell and write time to the nearest minute and measure time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes, e.g., by representing the problem on a number line diagram.
Unit 13 Perimeter
Geometric measurement: recognize perimeter as an attribute of plane figures and distinguish between linear and area measures.
Solve real-world and mathematical problems involving perimeters of polygons, including finding the perimeter given the side lengths, finding an unknown side length, and exhibiting rectangles with the same perimeter and different areas or with the same area and different perimeters.
Unit 14 Area
Geometric measurement: understand concepts of area and relate area to multiplication and to addition.
-Recognize area as an attribute of plane figures and understand concepts of area measurement.
a. A square with side length 1 unit, called “a unit square,” is said to have “one square unit” of area, and can be used to measure area.
b. A plane figure which can be covered without gaps or overlaps by n unit squares is said to have an area of n square units.
-Measure areas by counting unit squares (square cm, square m, square in, square ft, and improvised units).
-Relate area to the operations of multiplication and addition.
a. Find the area of a rectangle with whole-number side lengths by tiling it, and show that the area is the same as would be found by multiplying the side lengths.
b. Multiply side lengths to find areas of rectangles with whole-number side lengths in the context of solving real-world and mathematical problems, and represent whole-number products as rectangular areas in mathematical reasoning.
c. Use tiling to show in a concrete case that the area of a rectangle with whole-number side lengths a and b + c is the sum of a × b and a × c. Use area models to represent the distributive property in mathematical reasoning.
d. Recognize area as additive. Find areas of rectilinear figures by decomposing them into non-overlapping rectangles and adding the areas of the non-overlapping parts, applying this technique to solve real-world problems.
Unit 15 Liquid, Volume, and Mass
Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l).22 Add, subtract, multiply, or divide to solve one-step word problems involving masses or volumes that are given in the same units, e.g., by using drawings (such as a beaker with a measurement scale) to represent the problem.
Unit 16 Data
Represent and interpret data.
-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.
-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