Third Grade Math Pacing Guide
1st 9 weeks: Standard / Resources / Days / CommentsNBT3 Use place value understanding and properties of operations to perform multi-digit arithmetic: Multiply one-digit whole numbers by multiples of 10 in the range 10-90 using strategies based on place value and properties of operations / Chapter 1 opener
Pre-assessment / 1
NBT3 (see above) / Lesson 1.1 Counting / 2
NBT3 (see above) / Lesson 1.2 Place Value / 2
NBT3 (see above) / Lesson 1.3 Comparing and Ordering Numbers / 2
Chapter 1 Critical Thinking Skills/Review / 1
Chapter 1 Assessment / 1
NBT1 Use place value understanding and properties of operations to perform multi-digit arithmetic: Use place value understanding to round whole numbers to the nearest 10 or 100. / Chapter 2 Opener
Pre-assessment / 1
NBT 1 (see above) / Lesson 2.1 Mental Addition / 1
NBT 1 (see above) / Lesson 2.2 Mental Subtraction / 1
NBT 1 (see above) / Lesson 2.3 More Mental Addition / 1
NBT 1 (see above) / Lesson 2.4 Rounding / 2
Chapter 2 Critical Thinking/Review / 1
Chapter 2 Assessment / 1
NBT2Fluently 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. / Chapter 3 Opener
Pre-assessment / 1
NBT 2 (see above) / Lesson 3.1 Addition without regrouping / 1
NBT 2 (see above) / Lesson 3.2 Addition with regrouping in 100’s / 2
NBT 2 (see above) / Lesson 3.3
Addition with regrouping in 1’s, 10’s, and 100’s / 1
Chapter 3 Critical Thinking/Review / 1
Chapter 4 Opener
Pre-assessment / 1
NBT 2 (see above) / Lesson 4.1 Subtraction without regrouping / 1
NBT 2 (see above) / Lesson 4.2 Subtraction with grouping in 100’s and 1000’s / 1
NBT 2 (see above) / Lesson 4.3 Subtraction with regrouping up to 1000’s / 1
NBT2 Use place value understanding and properties of operations to perform multi-digit arithmetic: Fluently add and subtract within a thousand using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtractions. / Lesson 4.4 Subtraction across zeros / 1
Chapter 4 Critical Thinking/ Review / 1
Chapter 4 Assessment / 1
OA 8 Solve problems involving the four operations, and identify and explain patterns in arithmetic: solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding (whole-number and whole-number answers only). / Chapter 5 Opener
Pre-assessment / 1
Lesson 5.1 Real World Problems: Addition and Subtraction / 2
Chapter 5 Critical Thinking/ Review / 1
Chapter 5 Assessment / 1
Common
Assessment Chapters 1-5 / 1
OA 1 Represent and solve problems involving multiplication and division: Interpret Products of Whole Numbers / Multiplication Strategies for facts 0 -5 (Smart Board Notebook Document on Share Drive) / 5 / First Year Only
Chapter 5, 6, 15 from 2nd Grade In Focus
2nd 9 Weeks / Chapter 6 Opener
Pre-assessment / 1
OA9 Understand properties of multiplication and the relationship between multiplication and division: Identify arithmetic patterns (incl. addition table or multiplication table), and explain them using properties of operations. / Lesson6.1 Multiplication Properties / 3
OA9 (see above) / Lesson 6.2 Multiply by 6 / 1
OA9 (see above) / Lesson 6.3 Multiply by 7 / 1
OA9 (see above) / Lesson 6.4 Multiply by 8 / 1
OA9 (see above) / Lesson 6.5 Multiply by 9 / 2
OA 4 Represent and solve problems involving multiplication and division: Determine the unknown whole number in a multiplication or division equation relating three whole numbers / Lesson 6.6 Division: Finding the number of items in each group / 1
OA 3 Represent and solve problems involving multiplication and division: Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities / Lesson 6.7 Division: Making equal groups / 1
Chapter 6 Critical Thinking/ Review / 1
Chapter 6 Assessment / 1
OA 7 Multiply and divide within 100: fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers. / Chapter 7 Opener
Pre-assessment / 1
OA 3 Represent and solve problems involving multiplication and division: Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities / Lesson 7.1 Mental Multiplication / 1
OA 3 (see above) / Lesson 7.2 Multiplying without regrouping / 1
NBT3 Use place value understanding and properties of operations to perform multi-digit arithmetic: Multiply one-digit whole numbers by multiples of 10 in the range 10-90 using strategies based on place value and properties of operations / Lesson 7.3 Multiplying 1’s, 10’s and 100’s with regrouping / 2
Chapter 7 Critical Thinking/ Review / 1
Chapter 7 Assessment / 1
OA 2 Represent and solve problems involving multiplication and division: Interpret whole-number quotients of whole numbers / Chapter 8 Opener
Pre-assessment / 1
OA 6 Understand properties of multiplication and the relationship between multiplication and division: Understand Division as an unknown factor problem / Lesson 8.1 Mental division / 1
OA 2 (see above) / Lesson 8.2 Quotient with remainder / 1
OA 2 (see above) / Lesson 8.3 Odd and Even Numbers / 1
OA 7 Multiply and divide within 100: fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers. / Lesson 8.4 Division without remainder and without regrouping / 1
OA 2 (see above) / Lesson 8.5 Division with regrouping in 10’s and 1’s / 1
Chapter 8 Critical Thinking/Review / 1
Chapter 8 Assessment / 1
Chapter 9 Opener
Pre-assessment / 1
OA 5 Understand properties of multiplication and the relationship between multiplication and division: Apply properties of operations as strategies to multiply and divide / Lesson 9.1 Real World Problems: Multiplication / 1
OA 8 Solve problems involving the four operations, and identify and explain patterns in arithmetic: solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding (whole-number and whole-number answers only). / Lesson 9.2 Real World Problems:2-step problems with multiplication / 2
Lesson 9.3 Real World Problems: Division / 1
Lesson 9.4 Real World Problems: 2 step problems with division / 2
Chapter 9 Critical Thinking/ Review / 1
Chapter 9 Assessment / 1
This chapter must be taught to bridge OAA Gap until PAC Test / Chapter 10 Opener Pre-assessment / 1
Lesson 10.1 and 10.2 Addition and subtraction of money / 1
Lesson 10.3 Real World Problem Solving / 1
Chapter 10 Critical Thinking/ Review / 1
Chapter 10 Assessment / 1
Common Assessment chapters 6 – 9 (Chapter 10 will be assessed on the 3rd 9 weeks common assessment) / 1
3rd 9 Weeks / Chapter 11 Opener
Pre-assessment / 1
MD4 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. / Lesson 11.1 meters and centimeters / 1
MD4 (see above) / Lesson 11.2 Kilometers and meters / 1
MD2 Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l). Add, subtract, multiply, and divide to solve one step word problems involving masses or volumes that are given in the same units by using drawings to represent the problems. / Lesson 11.3 Kilograms and grams / 1
MD2 (see above) / Lesson 11.4 Liters and milliliters / 1
Chapter 11 Critical Thinking/ Review (Will combine assessment for chapter 11 and 12) / 1
Chapter 12 Opener / 1
Lesson 12.1 Real World problems with measurement / 1
MD2 Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l). Add, subtract, multiply, and divide to solve one step word problems involving masses or volumes that are given in the same units by using drawings to represent the problems.
MD4 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. / Lesson 12.2 Two-step Real World Problems / 1
MD2 and MD4 (see above) / Chapter 12 Critical Thinking/Review / 1
Chapter 11 and 12 Assessment / 1
Chapter 13 Opener
Pre-assessment / 1
MD3 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 / Lesson 13.1 Making Bar Graphs with Scales / 1
MD3 (see above) / Lesson 13.2 Reading and interpreting bar graphs / 1
MD4 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. / Lesson 13.3 Line Plots / 1
Chapter 13 Critical Thinking/ Review / 1
Chapter 13 Assessment / 1
Chapter 14 Opener
Pre-assessment / 1
NF1 Develop an understanding of fractions as numbers: Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fractions a/b as the quantity formed by a parts of size 1/b.
NF2 Develop an understanding of fractions as numbers: Understand a fraction as a number on the number line; represent fractions on a number line diagram
- 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 1/b and that the endpoint of the part based at 0 locates the number 1/b on the number line.
- Represent a fraction a/b on a number line diagram by marking off a lengths 1/b form 0. Recognize the resulting interval has size a/b and that its endpoint locates the number a/b on the number line.
NF3 Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size.
- Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line.
- Recognize and generate simple equivalent fractions, e.g., 1/2
e.g., by using a visual fraction model.
- Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers. Examples: Express 3 in the form 3 = 3/1; recognize that 6/1 = 6; locate 4/4 and 1 at the same point of a number line diagram.
- Compare two fractions with the same numerator or the same denominator by reasoning about their size. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model.
NF3 (see above) / Lesson 14.3 More Equivalent Fractions / 1
NF3 (see above) / Lesson 14.4 Comparing Fractions / 1
Skip lesson 14.5
NF1 Develop an understanding of fractions as numbers: Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fractions a/b as the quantity formed by a parts of size 1/b. / Lesson 14.6 Fraction of a Set / 1
Chapter 14 Critical Thinking/Review / 1
Chapter 14 Assessment / 1
Chapter 15 Opener
Pre-assessment / 1
MD4 4.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. / Lesson 15.1 Measuring Length / 3
These lessons must be taught to bridge OAA Gap until PAC Test / Lesson 15.2 Measuring Weight / 2
These lessons must be taught to bridge OAA Gap until PAC Test / Lesson 15.3 Measuring Capacity / 2
Chapter 15 Critical Thinking/Review / 1
Chapter 15 Assessment / 1
Chapter 16 Opener
Pre-assessment / 1
MD1 Solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects: 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 by representing the problem on a number line diagram. / Lesson 16.1 Telling Time / 1
MD1 (see above) / Lesson 16.2 Converting Hours and Minutes / 1
MD1 (see above) / Lesson 16.3 Adding hours and minutes / 1
MD1 (see above) / Lesson 16.4 Subtracting hours and minutes / 1
MD1 (see above) / Lesson 16.5 Elapsed Time / 1
These lessons must be taught to bridge OAA Gap until PAC Test / Lesson 16.6 and 16.7 Measuring temperature and Real World Problem Solving / 1
Chapter 16 Critical Thinking/Review / 1
Chapter 16 Assessment / 1
Common Assessment chapters 10 – 15 (Chapter 16 will be assessed on the 4th 9 weeks common assessment) / 1
4th 9 Weeks / Chapter 17 and opener Opener
Pre-assessment / 1
G1 Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four sides), and that the shared attributes can define a larger category (e.g., quadrilaterals). Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these subcategories. / Lesson 17.1 Understanding and Identifying Angles / 1
G1 (see above) / Lesson 17.2 Right Angles / 1
G1 (see above) / Lesson 17.3 Perpendicular Lines / 1
G1 (see above) / Lesson 17.4 Parallel Lines / 1
Chapter 17 Critical Thinking/Review / 1
G1 (see above) / Lesson 18.1 Classifying Polygons / 2
Chapter 17 and 18 Assessment / 1
Chapter 19 Opener
Pre-assessment / 1
MD5 Recognize area as an attribute of plane
figures and understand concepts of area
measurement.
- A square with side length 1 unit,
- A plane figure which can be
MD6 Measure areas by counting unit squares
(square cm, square m, square in, square ft,
and improvised units).
MD7 Relate area to the operations of
multiplication and addition.
- Find the area of a rectangle with whole-
show that the area is the same as would
be found by multiplying the side
lengths.
- Multiply side lengths to find areas of
lengths in the context of solving real
world and mathematical problems, and
represent whole-number products as
rectangular areas in mathematical
reasoning.
- Use tiling to show in a concrete case that the area of a rectangle a x b and a x c. Use area models to represent the distributive property in mathematical
- Recognize area as additive. Find areas of rectilinear figures by decomposing
and adding the areas of the non-
overlapping parts, applying this
technique to solve real world problems. / 1
MD5, MD 6, MD 7 (see above) / Lesson 19.2 Square Units (cm and inches) / 1
MD5, MD 6, MD 7 (see above) / Lesson 19.3 (meters and feet) / 1
MD8 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. / Lesson 19.4 Perimeter and Area / 1
MD8 (see above) / Lesson 19.5 More perimeter / 1
Chapter 19 Critical Thinking/Review / 1
Chapter 19 Assessment / 1
MD4 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. / Supplemental Materials / 1
3rd Grade Math Pacing Guide
Things to Remember….
--Start OAA focus questions within the first two weeks of school. (These will be used to introduce skills that have not been previously taught.)
--Common Assessments were developed using the Benchmark, Mid-Year and End-of year test. Do Not Use These Assessments for Grades! All questions are worth one point.
--Pacing guide was developed using common core standards but with OAA concepts built in. This pacing guide will be adjusted as OAA is phased out.
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