THIRD GRADE MATH, 2nd 30 DAYS

ESSENTIAL STANDARD
ESSENTIAL / ESSENTIAL QUESTION / DEPTH for MASTERY / TEXTBOOK CHAPTER &
LESSON / CALENDAR MATH / GLC WEBSITE - SEQUENCED LESSON PLANS / COMPASS LEARNING
[3] - Identifies and writes fractions to describe parts of a region as a whole and discrete sets (halves, thirds, fourths, sixths, eighths, and tenths). / What are the different ways to identify parts of a whole? / Part of a whole / Chapter 11
Lessons 1, 6 / March / Day 151, 155 / MA2.07.01
MA2.07.02
MA3.01.04.01-02
MA4.07.01.01-03
11 - Measures using appropriate instruments and appropriate units, length, capacity, (Continued) weight/mass, time, and temperature. Length, Millimeter, Inch, Centimeter, Foot, Meter, Yard, Kilometer, Mile, Capacity, Milliliter, Ounce, Liter, Cup, Pint (Liquid and Dry), Quart, Gallon, Gram, Ounce, Kilogram, Pound, Time, Second, Week, Minute, Month, Hour, Year, Day, Decade, Century, Temperature, Degree Fahrenheit and Celsius / How can you use appropriate instruments to measure different units? / Measures using customary units of length,
temperature; reviews time / Chapter 4
Lessons 3, 6 -9 / Aug.-Dec.
March-June / Day 76, 79, 101,105 / MA2.04.01-06
MA2.04.09
MA3.07.02.01-02
MA4.03.02.01-03
MA4.11.02.01-02
18 - Recognizes different names for whole numbers through 9,999 including names in expanded notation form (9000+900+90+9;
9 thousands, 9 hundreds, 9 tens, 9 ones; nine thousand, nine hundred, ninety-nine). / What are the different ways whole numbers can be written? / All / Chapter 1
Lesson 10 / November
Feb.-June / Days 12-14
To thousands / MA3.01.01.01
MA3.01.02.02
MA4.01.01.03

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3RD Grade Math, 2nd 30 days

ESSENTIAL STANDARD
ESSENTIAL / ESSENTIAL QUESTION / DEPTH for MASTERY / TEXTBOOK CHAPTER &
LESSON / CALENDAR MATH / GLC WEBSITE - SEQUENCED LESSON PLANS / COMPASS LEARNING
[21] - Identifies place value through hundred thousands and identifies the number of hundred thousands, thousands, hundreds, tens, and ones in a given number. / How does the placement of a number change its value? / All / Chapter 1
Lesson 10 / Aug.-Nov.
January
February / Days 12, 14
To thousands / MA2.01.01
MA3.01.01.01-02
MA4.01.01.03-04
24 - Rounds, two-, three-, and four- digit numbers to the nearer ten, hundred, or thousand. / What determines how a number is rounded to the nearest ten, hundred or thousand? / All / Chapter 1
Lessons 4
No new lessons / None / Day 33
Round to nearer 10, 100 & 1,000 / MA2.01.05
MA3.01.03.02
MA4.01.03.01
31 - Continues or completes a given number sequence counting by ones, twos, threes, fours, fives, tens, hundreds, and thousands (including skip counting on a number line). / How can you show patterns in numbers? / Counts by 1s, 2s, 3s, 4s, or 5s to complete a sequence / Chapter 1
Lessons 1, 4
No new lessons / Aug.-Oct. / Day 18
Discover and extend number patterns; count by 2s, 3s, 4s, 5s / MA1.01.06-07
MA2.01.02
MA3.01.02.03-04
33 - Identifies information needed to solve a given problem. / What steps are needed to solve a problem? / All / Chapter 6
Lesson 5 / Aug.-June / Days 28, 44
Identify extraneous information and important details / MA3.05.01.02
MA3.09.01.01
34 - Selects appropriate operation (addition, subtraction, or multiplication) for a given problem situation. / What steps are needed to solve a problem? / Addition and subtraction problems / No new lessons / Aug.-June / Days 28, 37, 39
Addition and subtraction;
problems containing extraneous information / MA2.02.05
MA2.02.11
MA2.03.05
MA2.08.05
MA2.09.01
MA3.02.03.01-03
MA3.03.01.03
MA3.05.01.01-02
MA3.05.01.05-06
MA3.05.01.08
MA3.09.01.01-04
MA4.08.01.01-05
MA4.12.01.01-06

1

3RD Grade Math, 2nd 30 days

ESSENTIAL STANDARD
ESSENTIAL / ESSENTIAL QUESTION / DEPTH for MASTERY / TEXTBOOK CHAPTER &
LESSON / CALENDAR MATH / GLC WEBSITE - SEQUENCED LESSON PLANS / COMPASS LEARNING
[35] - Employs problem solving strategies (e.g. draw a picture; make a chart, graph, or table; guess and check; look for a pattern). / What steps are needed to solve a problem? / Using estimates, make a graph, look for a pattern / Chapter 4
Lesson 4;
Chapter 7
Lesson 5 / Aug.-June / Days 58, 59 / MA2.09.01
MA3.03.01.03
MA3.09.01.02-04
MA4.08.01.01-05
MA4.12.01.01-06
[36] - Solves one- and two- step worked problems related to appropriate third grade objectives. Includes oral and written problems and problems with extraneous information as well as information from sources such as pictographs, bar graphs, tables, and graphs. / What steps are needed to solve a one-step problem? A two-step problem? / As appropriate for third grade / Chapter 2,
Lesson 11;
Chapter 3,
Lesson 8 / Aug.-June / Days 58, 59 / MA3.02.01-03
MA3.03.01.03
MA3.04.01.03-04
MA3.05.01.01-03
MA3.05.01.05-06
MA3.05.01.08
MA3.07.01.04-05
MA3.09.01.01
MA4.12.01.03
MA4.12.01.05
39 - Collects, reads, interprets, and compares datain charts, tables, and graphs. / What are the steps involved in making and reading graphs? / Data from graphs / Chapter 2,
Lesson 11 / Oct., Dec., Jan., March, May, June / Days 58-59
Bar graphs, pictographs / MA2.09.01
MA3.01.01.01-03
MA3.02.02.01-05
MA4.10.01.01
MA4.10.02.01-02

[46] - Selects appropriate symbol (+, -, x, division, <, >, =) for use in a number sentence.

/ How do you know which symbol to use in a number sentence? / >, <, = / Chapter 3,
Lesson 11 / Aug.-June / Day 75 / MA2.01.03
MA2.01.04
MA4.05.01.01
[47] - Adds and subtracts whole numbers (one-, two- and three-digits, without or with regrouping), initially using manipulatives and then connecting the manipulations to symbolic procedures (problems presented vertically and horizontally with the horizontal problems rewritten vertically). / What are different ways to add and subtract whole numbers? / All / Chapter 3, Lessons 5, 11
Two- and three-digit addition and subtraction / Aug., Sept., Oct., Nov., Jan., Feb. / Day 29
Three-digit addition / MA1.03.01-04
MA2.02.01-03
MA2.02.05
MA2.03.01-05
MA3.01.02.05
MA3.02.01.01-06
MA3.05.01.08
MA3.07.01.04-05

1

3RD Grade Math, 2nd 30 days

ESSENTIAL STANDARD
ESSENTIAL / ESSENTIAL QUESTION / DEPTH for MASTERY / TEXTBOOK CHAPTER &
LESSON / CALENDAR MATH / GLC WEBSITE - SEQUENCED LESSON PLANS / COMPASS LEARNING
48-Recalls basic multiplication facts through 9x9. / Why is it important to know your multiplication facts? / 0,1,2,5 / Chapter 5
Lessons 4-6 / Dec.-March / Day 49, 60 / MA3.04.01.01
MA3.04.02.01
MA3.08.03.03
MA4.05.01.07
IMPORTANT

1 - Applies estimation strategies beginning with front-end estimation and simple compatible numbers to predict appropriate results.

/ How can we use front-end estimation to get a reasonable answer? / All / Chapter 3,
Lesson 11 / Aug., Sept., Dec.,
Feb.- March / Day 67 / MA3.08.03.01-02
MA4.06.01.01-03
MA4.06.03.02
MA4.06.03.04

17 - Translates words to numerals and numerals to words up to 9,999.

/ How can numbers be written into words? / All / Chapter 1
Lessons 3, 7, 10
No new pages / Nov.-June / Days 11, 12 / MA3.01.01.01
MA3.01.02.02
26 - Writes a number sentence represented by a picture or an array. / What number sentence
represents this picture? / Addition and subtraction / Chapter 2,
Lesson 10 / December,
February / Day 18
Multiplication facts to 9 / MA2.02.06-08
MA3.04.01.01
MA4.05.01.04

38 - Organizes data into charts and tables and constructs bar graphs using scales of one, two, five or ten unites and pictographs using scales of one, two, three, four, five, or ten units.

/ What are the steps involved in making and reading graphs? / All / Chapter 7
Lessons 1, 3 / Oct., Dec., Jan., March, May, June / Days 58, 59 / MA2.09.01
MA3.03.02.01-05
MA3.03.01.03
MA3.03.03.01
MA4.10.02.01-02

45 - Uses properties of addition and multiplication (including commutative, associative, and properties of zero and one).

/ How are addition and multiplication related? What are the properties of addition and multiplication and how do we use them? / All / Chapter 5
Lessons 3, 10 / None / Days 35-36
Identify commutative associative / MA1.02.09
MA2.02.02
MA2.02.04
MA3.04.01.01-02
MA3.04.01.07
MA4.05.01.07

1

3RD Grade Math, 2nd 30 days

ESSENTIAL STANDARD
COMPACT REVIEW / ESSENTIAL QUESTION / DEPTH for MASTERY / TEXTBOOK CHAPTER &
LESSON / CALENDAR MATH / GLC WEBSITE - SEQUENCED LESSON PLANS / COMPASS LEARNING

23 - Uses a number line to determine to which multiple of 10 or 100 a given number (up to 1,000) is nearer.

/ What can you use to round numbers? / All / Chapter ,1
Lesson 4
No new lessons / Aug.-Sept., Oct.-Dec. / Day 31
To nearest 100 / MA2.01.02
MA2.01.05

28 - Identifies subsets of given sets.

/ How many different groups are represented in our class? / All / Chapter 11
Lesson 4 / None / Day 19 / None

29 - Uses the terms: all, some, and none.

/ What is the difference between all, some, and none? / All / Chapter 7, Lesson 4 Critical Thinking / None / Days 19, 20 / None

30 - Determines a pair of numbers or a missing element of a pair when given a relation or rule. Determines the relation or rule when given a pair of numbers.

/ How do rules help us find numbers? / All / Chapter 2,
Lesson 2
Practice pg. 49, #23-27 / None / Days 43, 45 / MA3.09.02.01
MAS.01.04.01-02
MA2.01.05.01-02
COMPACT REVIEW
50 - Selects appropriate methods and tools for computing with whole numbers from among mental computation, estimation, calculators, and a paper and pencil according to the context and nature of the computation and use the selected methods or tools. / What area the different ways to find answers to math problems? / All / Chapter 3,
Lessons 1, 14 / Aug.-Jan. / Day 67 / None

52 - Describe, extend and make generalizations about geometric and numeric patterns.

/ What steps are used in making a geometric or numeric pattern? / All / Chapter 1,
Lesson 1
Number patterns / Aug.-Sept. / Day 41
Extend patterns with pattern blocks / None

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3RD Grade Math, 2nd 30 days