Keansburg Public Schools Board of Education Mrs. Judy Ferraro, President Ms. Kimberly Kelaher-Moran, Vice President Ms. Delores A. Bartram Ms. Ann Marie Best Ms. Ann Commarato Mr. Michael Donaldson Mr. Robert Ketch Mrs. Patricia Frizell District Administration Mr. Gerald North, Superintendent Dr. Thomas W. Tramaglini, Director of Curriculum, Instruction, & Funding Ms. Michelle Derpich, Secondary Supervisor of Curriculum & Instruction Dr. Brian Latwis, Supervisor of Pupil Personnel Services Mrs. Donna Glomb, Elementary Supervisor of Curriculum & Instruction Mrs. Michelle Halperin-Krain, Supervisor of Data & Assessment Ms. Corey Lowell, Business Administrator Curriculum Development Committee Barbara Leary Maryann Underhill Nancy Varley Stephanie Puglisi Cynthia Longo Lauren Paduano Jonna Viggiano Mary Fabiano Anne O’Flinn Rosemarie Hummer Ashley Szotak Silvia Shoiab Mr. Craig Palmer, Principal – Port Monmouth Elementary School
Grade 3 Scope and Sequence September Adding and subtracting Skip counting Add up to four two-digit numbers Place value, increasing and decreasing Time Money October Estimating to nearest 10 and 100 Adding and Subtracting within 1000 using different algorithms Understanding multiples of 10 November Introducing concept of multiplication and dividing Problem solving with equal groups and arrays Beginning study of facts up to 100 December Complete study of multiplication facts up to 100 Continue problem solving with equal groups and arrays January Relationship between division and multiplication Associative and distributive property February Problem Solving with all four operations Order of operations Multi-step problems Explanations of patterns in numbers and arithmetic March Geometric measurement of area Relating area to multiplication and division Perimeter April Fractions as numbers (denominators 2,3,4,6, and 8) Equivalent Fractions Fractions on a number line Fractions as whole numbers
progress in mathematics? SWBAT: Use place value and operations to add and subtract mentally and in written form Explain addition and subtraction strategies using various modeling forms EM 1.7: Using the number grid to find difference: EMJ 10, 11; HL 1.7; Skill Link 7, SRB 8,9 Assessment Assistant Goal 1a, 1b Exceeds Standard: 1.6: Many names for a number: representing numbers using various models: EMJ 8, SRB HL 1.6, Skill Link 15, Elements 11, MM 211 1.8: Skip counting, adding, and subtracting using the calculator: EMJ 13, Skill Link 8 Math Curse, Jo Sciezka 26 Letters and 99 Cents, Tana Hoban Hundred Grids, Number lines, Name collection boxes, EM student Journal, Number decks Keansburg School District Curriculum Management System Subject/Grade/Level: Mathematics/Grade 3 Timeline: September Topic(s): Skip Counting Significance of Learning Goal(s): Students understand the base-ten number system as they increase and decrease according to a given pattern
Suggested Days of Instruction Content Standards / CPI / Essential Questions Specific Learning Objective(s) The Students Will Be Able To: Suggested Activities Instructional Tools / Materials / Technology / Resources / Assessments and Assessment Models 1 CPI: 2.NBT.2 EQ: How does an understanding of repeated patterns in the base-10 system help students to develop strategies to solve advanced algebraic equations? Concept(s): Understand place value and repeated patterns in the numbers system SWBAT: Count within 1000 Skip-count by 2s, 5s, 10s, 1000s, or any given pattern Meets Standard: EM 1.2: Review patterns on a number numbers based on specific criteria, MJ page 11, SL page 7, HL 1.1, Elements page 6 EM 1.8: Using a calculator to skip count—MJ page 13, SL page 1, SRB 202 Daily Mental Math Review with number line, calculators, and number grids. Exceeds Standard: Number grid puzzles with numbers exceeding 100: EM MJ pg. 2 Enrichment Activity: TE 53—counting back past zero on the number line Typical Assessment Question(s) or Task(s):
Keansburg School District Curriculum Management System Subject/Grade/Level: Mathematics/Grade 3 Timeline: September Topic(s): Add up to four two-digit numbers Significance of Learning Goal(s): Many circumstances in life call for the addition of more than two addends Suggested Days of Instruction Content Standards / CPI / Essential Questions Specific Learning Objective(s) The Students Will Be Able To: Suggested Activities Instructional Tools / Materials / Technology / Resources / Assessments and Assessment Models CPI: 2.NBT.6 EQ: Under what circumstances might one need to add more than two addends? What are strategies that can help when adding more than two addends Concept(s): Use place value understanding and properties of operations to add and subtract SWBAT: Add up to four two-digit numbers using various strategies. Meets Standard: EM 2.9: Animal Clutches and number stories with up to four addends—Students locate and use data in order to solve number story problems that include three or more addends. EM TE 140-144, SRB 242-243, MJ 54-57, SL 22, Elements 25, HL 2.9 Exceeds Standard: EM 2.9: Students write number stories with up to four addends using Animal Clutches HL 2.9, students create their own number stories and have partners solve using addition skills Three Addends Games: SRB 234, MM page 33 Number Puzzles: MM page 34, SL 23, MM page Typical Assessment Question(s) or Task(s): Math For Real World Squares, Colleen Adams Traveling Around the United States, Barbara Linde
CPI: 2.NBT.1, 4 EQ: How does an understanding of place value help one to efficiently increase and decrease numbers and establish a foundation for secured number sense? Under what circumstances might one use place value to compare multi-digit numbers? Concept(s): Understand place value and use it to compare whole numbers and increase and decrease numbers. SWBAT: Use place value to increase and decrease whole numbers up to 3-digits Use <, >, and = to record the results of comparisons Meets Standard: 1) Students read and write numbers with 3-digit place value; identify place values; increase and decrease specific place values; explain procedures for increasing and decreasing—Use place value flip chart to review place value concepts, use base-ten blocks to build three digit numbers on place value mats, MJ 104, SL 43, SRB Place Value Essay page 18, MM 56 (review), Elements 43 2) Review and use symbols to compare numbers: Everyday Math 1.10, SL 10 and 47, MJ 15, Money Grab Game SRB 230, Number Top-It up to 5 digits SRB 226-227, MM 59-60, HL 5.2 and MM 264. Exceeds Standard: Open Ended Question: Saving Money for Video Game (students compare saved money with earned money). Online District Resources Typical Assessment Question(s) or Task(s): How much is a Million? Kellogg If you Made Million A Million Fish More or Less Count to a Million… How Much How Many How Far How Heavy How Long How Tall is 1000? Math For Real World Literature (including Teacher’s Guide and Reproducible): A Trip Around the World, Carrie O’Donald Counting with an Abacus, Patricia J. Murphy At the Football Game (Symbols for Comparison), Joanne Matter
Keansburg School District Curriculum Management System Subject/Grade/Level: Mathematics/Grade 3 Timeline: September Topic(s): Time Significance of Learning Goal(s): Students accurately read and write times on digital and analog clocks. Students accurately calculate elapsed time. Suggested Days of Instruction Content Standards / CPI / Essential Questions Specific Learning Objective(s) The Students Will Be Able To: Suggested Activities Instructional Tools / Materials / Technology / Resources / Assessments and Assessment Models CPI: 3.MD.1 EQ: How can using a digital or analog clock help me accurately manage my time efficiently? How can calculating elapsed time help me schedule daily activities and responsibilities? Concept(s): Tell time using an analog or digital clock; calculate elapsed time SWBAT: Read and record times presented on analog and digital clocks to the nearest minute. Explain the meaning of common phrases associated with time (half-past, quarter-to). Calculate Meets Standard: Students accurately set clocks for times given by teacher or partner. Everyday Math 1.4, SRB page 156-161, Elements page 7, Skill Link 2, MM 4, 209, MJ pg. 4, Students write down the time when displayed on a Judy Clock. Solve word problems involving elapsed time. Exceeds Standard: Students create word problems with real-life application involving elapsed time. Students use classroom schedule to become familiar with the time associated with different activities. Accurately estimate the duration of daily activities. Typical Assessment Question(s) or Task(s): Additional Materials: Judy Clocks Games: Race Around the Clock Time Flash Cards; I Have/ Who Has? Literature: A Day with the Baker. Kathleen Collins The History of Space Exploration. Greg Moskal A Weekend in the City. Colleen
Adams Keansburg School District Curriculum Management System Subject/Grade/Level: Mathematics/Grade 3 Timeline: September Topic(s): Money Significance of Learning Goal(s): Students will need to add amounts of money and make change in order to participate in the economic marketplace. Suggested Days of Instruction Content Standards / CPI / Essential Questions Specific Learning Objective(s) The Students Will Be Able To: Suggested Activities Instructional Tools / Materials / Technology / Resources / Assessments and Assessment Models
Keansburg School District Curriculum Management System Subject/Grade/Level: Mathematics/Grade 3 Timeline: October Topic(s): Adding and Subtracting within 1000 using different algorithms Significance of Learning Goal(s): Suggested Days of Instruction Content Standards / CPI / Essential Questions Specific Learning Objective(s) The Students Will Be Able To: Suggested Activities Instructional Tools / Materials / Technology / Resources / Assessments and Assessment Models
Suggested Days of Instruction Content Standards / CPI / Essential Questions Specific Learning Objective(s) The Students Will Be Able To: Suggested Activities Instructional Tools / Materials / Technology / Resources / Assessments and Assessment Models CPI: 3.NBT.3 EQ: How can I use my knowledge of place value and properties of operations to increase whole numbers by multiples of 10? Concept(s): You can use place value and properties of operation to multiple one-digit whole numbers by multiples of ten. SWBAT: Multiply one-digit whole numbers by multiples of 10, using place value and properties of operations. Meets Standard: Introduce the concept of multiplication using multiples of 10, 100, and 1000: students use base-ten blocks to multiplication number sentences, students use arrays to model multiplication number sentences, students use decimal grids to shade groups of 10 and 100. Exceeds Standard: Students apply concepts of multiples of 10, 100, and 1000 by solving money number stories using dimes and 1 and 10 dollar bills. Typical Assessment Question(s) or Task(s): Activity: Extended Fact Families on Pumpkins. I Have/ Who Has? Keansburg School District Curriculum Management Timeline: November
System Subject/Grade/Level: Mathematics/Grade 3 Topic(s): Introducing concept of multiplication and dividing Significance of Learning Goal(s): Students will gain an understanding of the circumstances in life when one must use multiplication or divisions. Students should understand that it is easier to multiply than to repeatedly add. Suggested Days of Instruction Content Standards / CPI / Essential Questions Specific Learning Objective(s) The Students Will Be Able To: Suggested Activities Instructional Tools / Materials / Technology / Resources / Assessments and Assessment Models CPI: 3.OA.1-4 3.OA. 5-6 EQ: What are the circumstances in which one must use multiplication and division to solve a problem? Concept(s): Multiplying means repeated addition of equal groups; Division is dividing objects into equal groups; Division is related to multiplication on account of it being an unknown factor problem SWBAT: Understand that multiplication means repeated addition of equal groups; recognize number stories that require multiplication; recognize that multiplication is a shortcut to repeated addition Meets Standard: Students read number stories involving equal stories and draw representation that demonstrate the model of multiplication; student fill in labels on the multiplication diagrams identifying groups and numbers in each group; find the product of number stories. Math Journal 83-84, SRB 239, MM 41, 22, 248, Skill Link 32, Elements 35 Exceeds Standard: Students will write their own number stories that involve equal groups (MJ 84) Students will solve other students’ number problems. Students fill in blank multiplication tables (MM 41) Typical Assessment Question(s) or Task(s): Literature: Each Orange Had Eight Slices, Paul Ganti, Jr. Sea Squares, Joy Hume How Many Legs?, Christine Laley
CPI: 3.OA. 1-9 EQ: Under what circumstances do I apply the operation of multiplication? Concept(s): When there are equal groups of objects, multiplication can be used to find the total; multiplication is repeated addition of equal groups SWBAT: Explain the definition of multiplication; write and solve number models to represent and solve multiplication number stories and arrays. Meets Standard: Introduce number stories where either addition or multiplication can be used; explain and relate the two operations; act out classroom situations where equal groups are used to solve problems: EM 4.1—Guide to solving number stories, MM22, Multiplication Diagram MM41, SRB Essay 65-66, SRB Variety Poster page 239; Math Journal 83; Elements 35-36, Skill Link MM 248 Exceeds Standard: Students create their own multiplication number stories using SRB variety Poster page 239; Partners solve created number stories. Math Journal 84. Students solve Open-Ended questions creating multiple arrays to determine all possible arrangments of equal groups. OE questions: Third Grade Parade, Ants Marching, Assembly chairs. Typical Assessment Question(s) or Task(s): Sea Squares, Joy Hulm Each Orange Had Eight Slices One Hundred Hungry Ants, Eleanor Pinczes How Many Legs, Christine Lalley Games: Division Arrays: SRB 207 Array Bingo: SRB 197
Keansburg School District Curriculum Management System Subject/Grade/Level: Mathematics/Grade 3 Timeline: November Topic(s): Beginning study of facts up to 100 Significance of Learning Goal(s): Students will fluently solve multiplication problems with factors up to 10. Students will understand that there are a variety of strategies to help them develop fluency with basic facts Suggested Days of Instruction Content Standards / CPI / Essential Questions Specific Learning Objective(s) The Students Will Be Able To: Suggested Activities Instructional Tools / Materials / Technology / Resources / Assessments and Assessment Models CPI: 3.OA.7 3.OA.9 EQ: What strategies can I use to help me achieve fact power? How will fact power benefit me in real life situations and future math learning Concept(s): There are many shortcuts and tricks that one can use to quickly learn basic facts SWBAT: understand the number patterns and rules that will help them memorize 0s, 1s, 2s, 5s, 9s, and 10 Meets Standard: Introduce all of the rules and patterns that help students quickly learn a large number of their basic facts. Everyday Math Lesson 4.5: Teacher created classroom poster showing the 0s rule, the identity rule, doubles, 5s pattern, multiples of ten, 9 patterns, and commutative property. HL page 252, Elements 39 Begin Weekly Fact Practice Homework and Quizzes Exceeds Standard: Teacher will demonstrate the 11s pattern for students Typical Assessment Question(s) or Task(s): Songs: Schoolhouse Rock Basic Facts Songs (Available on YouTube) Multiplication Songs CD (3rd grade resources) Games: Platter Facts: Math Binder Template Disappearing Numbers: Skip Counting (begin with all numbers on the board and erase them while students continue to skip count by memory) Fact Power Game (EM T250)
System Subject/Grade/Level: Mathematics/Grade 3 Topic(s): Continue problem solving with equal groups and arrays Significance of Learning Goal(s): Students will understand what situations in life require multiplication; students understand they can only multiply when there are equal groups. Suggested Days of Instruction Content Standards / CPI / Essential Questions Specific Learning Objective(s) The Students Will Be Able To: Suggested Activities Instructional Tools / Materials / Technology / Resources / Assessments and Assessment Models CPI: 3.OA. 1-9 EQ: Under what circumstances do I apply the operation of multiplication? Concept(s): When there are equal groups of objects, multiplication can be used to find the total; multiplication is repeated addition of equal groups SWBAT: Explain the definition of multiplication; write and solve number models to represent and solve multiplication number stories and arrays. Meets Standard: 1. Students understand the steps involved in solving number stories. Everyday Math 4.1: Math Masters pg.22—guide to solving number stories; 2. Students will be able to complete diagram with information from number stories. MM page. 41—mulitplication/division diagrams 3. Students solve multiplication numbers stories—Math journal page 83. Use Variety Store poster on SRB page 239. Additional Practice: MM page 248 and Elements page 35. Exceeds Standard: 1. Students write and solve their own number stories using Variety Store Poster and Diagrams. Math Journal page 84. Typical Assessment Question(s) or Task(s):
Subject/Grade/Level: Mathematics/Grade 3 Significance of Learning Goal(s): Knowledge of operation strategies helps students solve multiplication and division problems fluently and with ease Suggested Days of Instruction Content Standards / CPI / Essential Questions Specific Learning Objective(s) The Students Will Be Able To: Suggested Activities Instructional Tools / Materials / Technology / Resources / Assessments and Assessment Models CPI: 3.OA.5 EQ: How do these properties help me develop fact automaticity? Concept(s): Students can learn fact families to help them solve multiplication and division facts related to number stories. SWBAT: Use knowledge of fact families to quickly solve multiplication and division facts. Meets Standard: Students cut out multiplication/division fact triangles 1 and 2. Activity Sheets 3 and 4 in Math Journal. Students practice individually and with partners. Additional Practice: MM page 254. Students will play fact triangle flip (Directions on TE page 258) Additional Practice: Elements page 39, 40 Exceeds Standard: Students create fact triangle for higher level math facts. Students create fact triangles to practice facts that they need to practice. Game: Beat the calculator (SRB page 203) Typical Assessment Question(s) or Task(s):
Creating original number models using parentheses. Children will write number models for points scored by basketball players from professional teams: MJ page 170, MM page 110 Keansburg School District Curriculum Management System Subject/Grade/Level: Mathematics/Grade 3 Timeline: February Topic(s): Multi-step problems Significance of Learning Goal(s): Students will apply their knowledge of basic operations to solve a multi-step problem. Suggested Days of Instruction Content Standards / CPI / Essential Questions Specific Learning Objective(s) The Students Will Be Able To: Suggested Activities Instructional Tools / Materials / Technology / Resources / Assessments and Assessment Models
CPI: 3.OA.8 EQ: How do I decipher which operations to use and in which order to implement them to solve the multi-step word problem? Concept(s): Knowing which operation to choose and use first. SWBAT: To accurately solve a multi-step problem Meets Standard: (Groundworks)-book Exceeds Standard: Typical Assessment Question(s) or Task(s): Keansburg School District Curriculum Management System Subject/Grade/Level: Mathematics/Grade 3 Timeline: March Topic(s): Geometric measurement of area Significance of Learning Goal(s): Students will develop the concept of measuring area using a variety of standard and non-standard units and make real-life applications.
Suggested Days of Instruction Content Standards / CPI / Essential Questions Specific Learning Objective(s) The Students Will Be Able To: Suggested Activities Instructional Tools / Materials / Technology / Resources / Assessments and Assessment Models CPI: 3.MD.5 3.MD.6 3.MD.7 EQ: How can I use knowledge of multiplication and addition to measure and calculate the area of plane figures? Concept(s): Using square units to measure area; count square units using standard units; use multiplication and addition to find area; use tiling to find area SWBAT: 1. Recognize area as an attribute of plane figures and understand concepts of area measurement. 2. Measure areas by counting unit squares 3. Relate area to the operations of multiplication and addition Meets Standard: How Big is a Foot: Introduction to standard and non-standards of measurement; square units and square yards using template; real life application problems such as measuring room, measuring hallway/ bedroom; comparing Pattern-Block sizes by tiling equal areas (EM Lesson 3.6, EM Lesson 3.5 Exploration B) MJ 72-73, MJ 75, SRB 136-137, MM 342 Using Multiplication and addition to find area of plane figures: EM Lesson 3.7, MJ 77, SRB 138, Elements 31-33, Skill Link 29, 34. Using Geoboards to model area: EM Lesson 3.7, section 3. Exceeds Standard: Open Ended Problem Solving: How much would it cost to re-carpet our classroom? Typical Assessment Question(s) or Task(s): A Cloak for the Dreamer, Aileen Friedman
Keansburg School District Curriculum Management System Subject/Grade/Level: Mathematics/Grade 3 Timeline: March Topic(s): Perimeter Significance of Learning Goal(s): Students will develop the concept of measuring the perimeter of plane figures and differentiating the attribute of perimeter from area. Suggested Days of Instruction Content Standards / CPI / Essential Questions Specific Learning Objective(s) The Students Will Be Able To: Suggested Activities Instructional Tools / Materials / Technology / Resources / Assessments and Assessment Models
CPI: 3.MD.8 EQ: How can I use my knowledge of addition to find the perimeter of plane figures? Concept(s): Perimeter is the linear measurement of the length around a plane figure. SWBAT: Meets Standard: Exceeds Standard: Typical Assessment Question(s) or Task(s): Keansburg School District Curriculum Management System Subject/Grade/Level: Mathematics/Grade 3 Timeline: April Topic(s): Fractions as numbers (denominators 2, 3, 4, 6, & 8) Significance of Learning Goal(s): Suggested Days of Instruction Content Standards / CPI / Essential Questions Specific Learning Objective(s) The Students Will Be Able To: Suggested Activities Instructional Tools / Materials / Technology / Resources / Assessments and Assessment Models
CPI: EQ: Concept(s): SWBAT: Meets Standard: Exceeds Standard: Typical Assessment Question(s) or Task(s): Keansburg School District Curriculum Management System Subject/Grade/Level: Mathematics/Grade 3 Timeline: April Topic(s): Fractions on a number line Significance of Learning Goal(s): Suggested Days of Instruction Content Standards / CPI / Essential Questions Specific Learning Objective(s) The Students Will Be Able To: Suggested Activities Instructional Tools / Materials / Technology / Resources / Assessments and Assessment Models
CPI: EQ: Concept(s): SWBAT: Meets Standard: Exceeds Standard: Typical Assessment Question(s) or Task(s): Keansburg School District Curriculum Management System Subject/Grade/Level: Mathematics/Grade 3 Timeline: April Topic(s): Fractions as whole numbers Significance of Learning Goal(s): Suggested Days of Instruction Content Standards / CPI / Essential Questions Specific Learning Objective(s) The Students Will Be Able To: Suggested Activities Instructional Tools / Materials / Technology / Resources / Assessments and Assessment Models
CPI: EQ: Concept(s): SWBAT: Meets Standard: Exceeds Standard: Typical Assessment Question(s) or Task(s): Keansburg School District Curriculum Management System Subject/Grade/Level: Mathematics/Grade 3 Timeline: May Topic(s): Problem-solving with liquid (volume, mass) Significance of Learning Goal(s): Suggested Days of Instruction Content Standards / CPI / Essential Questions Specific Learning Objective(s) The Students Will Be Able To: Suggested Activities Instructional Tools / Materials / Technology / Resources / Assessments and Assessment Models
CPI: EQ: Concept(s): SWBAT: Meets Standard: Exceeds Standard: Typical Assessment Question(s) or Task(s): Keansburg School District Curriculum Management System Subject/Grade/Level: Mathematics/Grade 3 Timeline: June Topic(s): Measurement of Time Significance of Learning Goal(s): Suggested Days of Instruction Content Standards / CPI / Essential Questions Specific Learning Objective(s) The Students Will Be Able To: Suggested Activities Instructional Tools / Materials / Technology / Resources / Assessments and Assessment Models