2007-2008

Third Grade Math Overview

Six Weeks / Unit / Unit Name / Brief Description / Time / TEKS /

TAKS

8/20/07 Convocation
8/20/07 – 8/24/07 District Staff Development – Teacher Workday
8/27/07 First Day of School
Labor Day
9/3/07
1 / 1 / Number Concepts and Problem Solving / Note: Place value concepts and addition and subtraction with and without regrouping will be covered over the first 12 weeks. A longer time frame will accommodate different rates at which 3rd grade students grasp these critical concepts.
  • Locate and name points on a number line using whole numbers
  • Read, write, and describe whole numbers through 999,999 (within Units 1 and 2)
  • Compare and order whole numbers through 9,999 (within Units 1 and 2)
  • Determine the value of a collection of coins and bills
  • Addition and subtraction without regrouping to 999 (fact families/inverse operations)
  • Addition and subtraction with regrouping (within Units 1 and 2)
  • Problem Solving Strategies –“Act It Out” and “Writea Number Sentence”
/ 24 days
Aug. 27- Sept. 28 / 3.1A
3.1B
3.1C
3.3A
3.3B
3.10
3.14
3.15
3.16 / 1
3
6
10/3/2007 END OF FIRST SIX WEEKS
2 / 2 / Estimation and Problem Solving / Reminder: Place value and addition and subtraction instruction continue during Unit 2.
  • Round whole numbers to the nearest 10 and 100
  • Use rounding and compatible numbers to estimate in problem solving situations
  • Justify reasonable solutions in addition and subtraction problems, including regrouping
  • Problem Solving Strategies –“Guess and Check” and “Use Logical Reasoning”
/ 14 days
Oct. 1- Oct. 19 / 3.1A
3.1B
3.1C
3.3A
3.3B
3.5A
3.5B
3.10
3.14
3.15
3.16 / 1
3
6
2 / 3 / Tables, Charts, and Graphs /
  • Patterns in number pairs (using addition and subtraction)
  • Constructing and interpreting graphs (introduction only—graphs should be incorporated into each unit)
  • Reading a thermometer (Fahrenheit only)
  • Problem Solving Strategies – “Make a Table” and “Use a Graph”
/ 10 days
Oct. 22- Nov. 2 / 3.6A
3.7A
3.7B
3.12A
3.13A
3.13B
3.14
3.15
3.16 / 2
4
5
6
2 / 4 / Geometry
(2 Dimensional) /
  • Attributes of 2-dimensional figures
  • Congruent 2-dimensional figures
  • Symmetry in 2-dimensional figures
  • Make generalizations from patterns or sets of examples and non examples
  • Problem Solving Strategy—“Find a Pattern”
/ 10 days (total)
Nov. 5- Nov. 16 / 3.8
3.9A
3.9B
3.9C
3.14
3.15
3.16 / 3
6
11/9/07
END OF SECOND SIX WEEKS
3 / 4 / Geometry
(3-Dimensional) /
  • Attributes of 3-dimensional figures
  • Compare 2-and3-dimensional figures
/ 3.8
Six Weeks / Unit / Unit Name / Brief Description / Time / TEKS / TAKS
3 / 5 / Fractions /
  • Construct concrete models and draw pictures of fractional parts of whole objects or sets of objects
  • Write fraction names and symbols to describe fractional parts of whole objects or sets of objects
  • Locate and name points on a number line or ruler using fractions (including halves and fourths)
  • Compare fractional parts using concrete models
  • Construct concrete models of equivalent fractions
  • Problem Solving Strategy—“Draw a Picture”
/ 12 days
Nov. 19- Dec. 7 / 3.2A
3.2B
3.2C
3.2D
3.10
3.14
3.15
3.16 / 1
3
6
3 / 6 / Multiplication and Division – Laying the Foundation /
  • Build multiplication and division concepts using concrete objects and pictorial models
  • Patterns in multiplication and division using concrete objects, pictures, tables of number pairs, and fact families
/ 30 days (total)
Dec. 10- Jan. 25 / 3.4A
3.4B
3.4C
3.6A
3.6B
3.6C
3.7A
3.7B / 1
2
6
End Third Six Weeks
END OF FIRST SEMESTER
4 / 6 / Multiplication and Division—
Continuation /
  • Continue building multiplication and division concepts
  • Generate and extend a table of paired numbers based on real life situations
  • Learn and apply multiplication facts through 12x12 using concrete models and objects
  • Solve multiplication and divisions problems using models and pictures
  • Use number sentences to record solutions to multiplication and division problems
/ 3.4A
3.4B
3.4C
3.6A
3.6B
3.6C
3.7A
3.7B
3.14
3.15
3.16 / 1
2
6
4 / 7 / Measurement /
  • Standard units of measurement
  • Linear measurement—customary system
  • Linear measurement—metric system
  • Perimeter using standard units—linear units
  • Area of two dimensional surfaces—square units
  • Volume with concrete models—cubic units
  • Tell and write time—analog and digital clocks
  • Problem Solving Strategy—“Solve a Simpler Problem”
/ 35 days (total)
Jan. 28-
Mar. 14 / 3.11A
3.11B
3.11C
3.11D
3.11E
3.11F
3.12A
3.12B / 4
6
2/15/08 End of the Fourth Six Weeks
5 / 7 / Measurement /
  • Weight—scales and customary units
  • Mass—balances and metric units
  • Capacity—approximate standard units, both metric and customary
  • Thermometers (introduced in Unit 2)
/ 3.14
3.15
3.16
Spring Break
5 / 8 / Probability /
  • Describing events as more likely, less likely, or equally likely
/ 5 days
Mar.24- Mar. 28 / 3.13C / 5
TAKS REVIEW BASED ON STUDENT DATA (3 weeks)
TAKS Testing Week 4/21/07-4/25/07
6 / 9 / Building Problem Solving Skills /
  • Extend using operations to solve problems
  • Extend using strategies to solve problems
  • Multiplication and division facts mastery work
  • Extend estimation strategies to determine reasonableness
  • Extend understanding of concepts particular to individual classrooms (according to data)
/ 23 days
Apr. 28-May 29 / 3.3B
3.4A
3.4B
3.4C
3.5A
3.5B
3.6B
3.6C
3.7A
3.7B / 1
2
6

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