Grade 3- Placing Common Core Standards in the Math Curriculum

Grade 3 CAP

July 2011

Lynn Caiozzo –Cap Coordinator Shana Katz Elizabeth O’Malley Barbara Ricci Randy Ruben-Frances Table of Contents

Abstract ...... 2

Rationale ...... 3

New York State Standards ...... 4

8 Common Core Practices ...... 7

Common Core State Standards...... 26

Grade 3 Pacing Calendar ...... 33

25 Abstract Grade 3 Third Grade Common Core - Math

July 2011

This CAP was developed to provide greater focus on mathematical experiences in the classroom. With an eye on integrating the Common Core Standards into our existing pacing calendar it will help prepare the students and teachers for this year and the following school year when the Common Core is implemented. The Common Core fosters a greater in- depth understanding of mathematical concepts and their connections to everyday life. The Common Core Standards have been integrated into the math curriculum through the pacing calendar. These standards provide for a greater examination of the math concepts by the students. Additionally, this CAP includes a teacher friendly guide to the eight Common Core practices and aligns the New York State Standards to the Common Core. This will help enhance the students’ learning and to better prepare them for the May assessments and for real world applications.

25 RATIONALE Grade 3 Third Grade Common Core Math - CAP

July 2011

Now with the New York State Math Assessment being aligned to the Common Core it is essential for all elementary teachers to have a pacing calendar that not only addresses the New York State Standards but also integrates the Common Core into their teaching. The Common Core practices seek to develop math proficiency in students and establish a thorough understanding of math practices.

With classroom instructional time being so precious, our intent was to provide a concise curriculum calendar integrating the core curriculum with the New York State Standards. We knew our students would benefit greatly by incorporating the Common Core Standards with our math pacing calendar. Also, included in the CAP is an explanation of the Common Core Standards.

This CAP will help teachers and students acclimate to the new Common Core Curriculum.

25 New York State Standards

Grades 3-8 Mathematics Testing Program Guidance, September-ApriI/May-June Grade 3

Performance Indicator Performance Indicator Sept.-Aprill May- Code June Instructional Periods

Number Sense and Operations Number Systems

3.N.1 Skip count by 25's, 50's, 1OO's to 1,000 September-April 3.N.2 Read and write whole numbers to 1,000 September-April 3.N.3 Compare and order numbers to 1,000 September-April

3.N.4 September-April Understand the place value structure of the base ten number system: 10 ones =1 ten 10 tens =1 hundred 10 hundreds =1 thousand 3.N.5 Use a variety of strategies to compose and decompose three-digit numbers September-April

3.N.6 Use and explain the commutative property of addition and multiplication September-April

3.N.7 Use 1 as the identity element for multiplication September-April 3.N.8 Use the zero property of multiplication September-April 3.N.9 Understand and use the associative property of addition September-April Develop an understanding of fractions as part of a whole unit and as parts of 3.N.10 September-April a collection Use manipulatives, visual models, and illustrations to name and represent 3.N.11 unit fractions (1/2,1/3,1/4,1/5,1/6, and 1/10) as part of a whole or a set of September-April objects Understand and recognize the meaning of numerator and denominator in the 3.N.12 September-April symbolic form of a fraction 3.N.13 Recognize fractional numbers as equal parts of a whole September-April 3.N.14 Explore equivalent fractions (1/2,1/3,1/4) May-June Compare and order unit fractions (1/2, 1/3, 1/4) and find their approximate 3.N.15 May-June locations on a number line

Number Sense and Operations Number Theory 3.N.16 Identify odd and even numbers September-April Develop an understanding of the properties of odd/even numbers as a result 3.N.17 September-April of addition or subtraction

25 Numbers Sense and Operations Operations Use a variety of strategies to add and subtract 3-digit numbers (with and without 3.N.18 September-April regrouping)

3.N.19* Develop fluency with single-digit multiplication facts September-April

Use a variety of strategies to solve multiplication problems with factors up to 12 x 3.N.20* September-April 12 Use the area model, tables, patterns, arrays, and doubling to provide meaning 3.N.21 September-April for multiplication 3.N.22* Demonstrate fluency and apply single-digit division facts September-April

3.N.23* Use tables, patterns, halving, and manipulatives to provide meaning for division September-April

Develop strategies for selecting the appropriate computational and operational 3.N.24 September-April method in problem solving situations

Number Sense and Operations Estimation

3.N.25* Estimate numbers up to 500 September-April 3.N.26* Recognize real world situations in which an estimate (rounding) is more September-April appropriate 3.N.27 Check reasonableness of an answer by using estimation September-April

Algebra Equations and Inequalities

Use the symbols <, >, and =(with and without the use of a number line) to 3.A.1 * compare whole numbers and unit fractions (1/2,1/3,1/4,1/5,1/6, and 1110) September-April

Algebra Patterns, Relations and Functions

3.A.2 Describe and extend numeric (+, -) and geometric patterns September-April

Geometry Shapes

3.G.1 Define and use correct terminology when referring to shapes (circle, triangle, September-April square, rectangle, rhombus, trapezoid, and hexagon)

3.G.2* Identify congruent and similar figures September-April

3.G.3 Name, describe, compare, and sort three-dimensional shapes: cube, cylinder, September-April sphere, prism, and cone 3.G.4 Identify the faces on a three-dimensional shape as two-dimensional shapes September-April

3.G.5 Identify and construct lines of symmetry September-April

25 Units of Measurement 3.M.1 Select tool? and units (customary) appropriate for the length measured September-April

3.M.2 Use a ruler/yardstick to measure to the nearest standard unit (whole and 1/2 inches, September-April whole feet, and whole yards) 3.M.3 Measure objects, using ounces and pounds September-April 3.M.4 Recognize capacity as an attribute that can be measured September-April 3.M.5 Compare capacities (e.g., Which contains more? Which contains less?) September-April

3.M.6 Measure capacity, using cups, pints, quarts, and gallons September-April Measurement Units

3.M.7 Count and represent combined coins and dollars, using currency symbols ($0.00) September-April

Relate unit fractions to the face of the clock: Whole =60 minutes, 1/2 =30 minutes, 3.M.8 September-April 1/4 =15 minutes Measurement Estimation 3.M.9 Tell time to the minute, using digital and analog clocks September-April 3.M.10 Select and use standard (customary) and non-standard units to estimate September-April measurements Statistics and Probability Collection of Data 3.S.1 Formulate questions about themselves and their surroundings May-June

3.S.2 Collect data using observation and surveys, and record appropriately May-June

Statistics and Probability Organization and Display of Data 3.S.3 Construct a frequency table to represent a collection of data September-April 3.S.4 Identify the parts of pictographs and bar graphs September-April 3.S.5 Display data in pictographs and bar graphs September-April

3.S.6 State the relationships between pictographs and bar graphs September-April Statistics and Probability Analysis of Data 3.S.7 Read and interpret data in bar graphs and pictographs September-April Statistics and Probability Predictions from Data 3.S.8 Formulate conclusions and make predictions from graphs September-April

25 8 Common Core Practices

Mathematics: Standards for Mathematical Practice

The Standards for Mathematical Practice describe varieties of expertise that mathematics educators at all levels should seek to develop in their students. These practices rest on important “processes and proficiencies” with longstanding importance in mathematics education. The first of these are the NCTM process standards of problem solving, reasoning and proof, communication, representation, and connections. The second are the strands of mathematical proficiency specified in the National Research Council’s report Adding It Up: adaptive reasoning, strategic competence, conceptual understanding (comprehension of mathematical concepts, operations and relations), procedural fluency (skill in carrying out procedures flexibly, accurately, efficiently and appropriately), and productive disposition (habitual inclination to see mathematics as sensible, useful, and worthwhile, coupled with a belief in diligence and one’s own efficacy).

1. Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, “Does this make sense?” They can understand the approaches of others to solving complex problems and identify correspondences between different approaches.

25 2. Reason abstractly and quantitatively. Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize—to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents—and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects.

3. Construct viable arguments and critique the reasoning of others. Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and—if there is a flaw in an argument—explain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments.

25 4. Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose.

5. Use appropriate tools strategically. Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Proficient students are sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations. For example, mathematically proficient high school students analyze graphs of functions and solutions generated using a graphing calculator. They detect possible errors by strategically using estimation and other mathematical knowledge. When making mathematical models, they know that technology can enable them to visualize the results of varying assumptions, explore consequences, and compare predictions with data. Mathematically proficient students at various grade levels are able to identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems. They are able to use technological tools to explore and deepen their understanding of concepts.

25 6. Attend to precision. Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They are careful about specifying units of measure, and labeling axes to clarify the correspondence with quantities in a problem. They calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context. In the elementary grades, students give carefully formulated explanations to each other. By the time they reach high school they have learned to examine claims and make explicit use of definitions.

7. Look for and make use of structure. Mathematically proficient students look closely to discern a pattern or structure. Young students, for example, might notice that three and seven more is the same amount as seven and three more, or they may sort a collection of shapes according to how many sides the shapes have. Later, students will see 7 × 8 equals the well remembered 7 × 5 + 7 × 3, in preparation for learning about the distributive property. In the expression x2 + 9x + 14, older students can see the 14 as 2 × 7 and the 9 as 2 + 7. They recognize the significance of an existing line in a geometric figure and can use the strategy of drawing an auxiliary line for solving problems. They also can step back for an overview and shift perspective. They can see complicated things, such as some algebraic expressions, as single objects or as being composed of several objects. For example, they can see 5 – 3(x – y)2 as 5 minus a positive number times a square and use that to realize that its value cannot be more than 5 for any real numbers x and y.

8. Look for and express regularity in repeated reasoning. Mathematically proficient students notice if calculations are repeated, and look both for general methods and for shortcuts. Upper elementary students might notice when dividing 25 by 11 that they are repeating the same calculations over and over again, and conclude they have a repeating decimal. By paying attention to the calculation of slope as they repeatedly check whether points are on the line through (1, 2) with slope 3, middle school students might abstract the equation (y – 2)/(x – 1) = 3. Noticing the regularity in the way terms cancel when expanding (x – 1)(x + 1), (x – 1)(x2 + x + 1), and (x – 1)(x3 + x2 + x + 1) might lead them to the general formula for the sum of a geometric series. As they work to solve a problem, mathematically proficient students maintain oversight of the process, while attending to the details. They continually evaluate the reasonableness of their intermediate results.

25 25 25 25 25 25 25 25 25 25 25 25 25 25 25 25 Common Core State Standards Mathematics - Grade 3: Introduction In Grade 3, instructional time should focus on four critical areas: (1) developing understanding of multiplication and division and strategies for multiplication and division within 100; (2) developing understanding of fractions, especially unit fractions (fractions with numerator 1); (3) developing understanding of the structure of rectangular arrays and of area; and (4) describing and analyzing two-dimensional shapes.

1. Students develop an understanding of the meanings of multiplication and division of whole numbers through activities and problems involving equal-sized groups, arrays, and area models; multiplication is finding an unknown product, and division is finding an unknown factor in these situations. For equal-sized group situations, division can require finding the unknown number of groups or the unknown group size. Students use properties of operations to calculate products of whole numbers, using increasingly sophisticated strategies based on these properties to solve multiplication and division problems involving single-digit factors. By comparing a variety of solution strategies, students learn the relationship between multiplication and division.

2. Students develop an understanding of fractions, beginning with unit fractions. Students view fractions in general as being built out of unit fractions, and they use fractions along with visual fraction models to represent parts of a whole. Students understand that the size of a fractional part is relative to the size of the whole. For example, 1/2 of the paint in a small bucket could be less paint than 1/3 of the paint in a larger bucket, but 1/3 of a ribbon is longer than 1/5 of the same ribbon because when the ribbon is divided into 3 equal parts, the parts are longer than when the ribbon is divided into 5 equal parts. Students are able to use fractions to represent numbers equal to, less than, and greater than one. They solve problems that involve comparing fractions by using visual fraction models and strategies based on noticing equal numerators or denominators.

3. Students recognize area as an attribute of two-dimensional regions. They measure the area of a shape by finding the total number of same-size units of area required to cover the shape without gaps or overlaps, a square with sides of unit length being the standard unit for measuring area. Students understand that rectangular arrays can be decomposed into identical rows or into identical columns. By decomposing rectangles into rectangular arrays of squares, students connect area to multiplication, and justify using multiplication to determine the area of a rectangle.

4. Students describe, analyze, and compare properties of two-dimensional shapes. They compare and classify shapes by their sides and angles, and connect these with definitions of shapes. Students also relate their fraction work to geometry by expressing the area of part of a shape as a unit fraction of the whole.

Mathematical Practices 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoningof others. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning.

Grade 3 Overview Operations and Algebraic Thinking

52 • Represent and solve problems involving multiplication and division. • Understand properties of multiplication and the relationship between multiplication and division. • Multiply and divide within 100. • Solve problems involving the four operations, and identify and explain patterns in arithmetic. Number and Operations in Base Ten • Use place value understanding and properties of operations to perform multi-digit arithmetic. Number and Operations—Fractions • Develop understanding of fractions as numbers. Measurement and Data • Solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects. • Represent and interpret data. • Geometric measurement: understand concepts of area and relate area to multiplication and to addition. • Geometric measurement: recognize perimeter as an attribute of plane figures and distinguish between linear and area measures. Geometry • Reason with shapes and their attributes.

Operations & Algebraic Thinking 3.OA Represent and solve problems involving multiplication and division.

1. Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 × 7.

2. Interpret whole-number quotients of whole numbers, e.g., interpret 56 ÷ 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each. For example, describe a context in which a number of shares or a number of groups can be expressed as 56 ÷ 8.

3. Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.1 4. Determine the unknown whole number in a multiplication or division equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 × ? = 48, 5 = _ ÷ 3, 6 × 6 = ?

Understand properties of multiplication and the relationship between multiplication and division.

5. Apply properties of operations as strategies to multiply and divide.2 Examples: If 6 × 4 = 24 is known, then 4 × 6= 24 is also known. (Commutative property of multiplication.) 3 × 5 × 2 can be found by 3× 5 = 15, then 15 × 2 =

52 30, or by 5 × 2 = 10, then 3 × 10 = 30. (Associative property of multiplication.) Knowing that 8 × 5 = 40 and 8 × 2 = 16, one can find 8 × 7 as 8 × (5 + 2) = (8 × 5) + (8 × 2) = 40 + 16 = 56. (Distributive property.) 6. Understand division as an unknown-factor problem. For example, find 32 ÷ 8 by finding the number that makes 32 when multiplied by 8.

Multiply and divide within 100.

7. Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3,know from memory all products of two one digit numbers.

Solve problems involving the four operations, and identify and explain patterns in arithmetic.

8. 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.3

9. Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations. For example, observe that 4 times a number is always even, and explain why 4 times a number can be decomposed into two equal addends. ______1 See Glossary, Table 2. 2 Students need not use formal terms for these properties. 3 This standard is limited to problems posed with whole numbers and having whole-number answers; students should know how to perform operations in the conventional order when there are no parentheses to specify a particular order.

Number & Operations in Base Ten 3.NBT Use place value understanding and properties of operations to perform multi-digit arithmetic.1 1. Use place value understanding to round whole numbers to the nearest 10 or 100.

2. Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.

3. Multiply one-digit whole numbers by multiples of 10 in the range 10–90 (e.g., 9 × 80, 5 × 60) using strategiesbased on place value and properties of operations. ______1 A range of algorithms may be used.

Number & Operations—Fractions¹ 3.NF Develop understanding of fractions as numbers. 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.

52 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 theresulting interval has size a/b and that its endpoint locates the number a/b on the number line.

3. Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size. a. Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line. b. Recognize and generate simple equivalent fractions, e.g., 1/2 = 2/4, 4/6 = 2/3). Explain why the fractions are equivalent, e.g., by using a visual fraction model. c. 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. d. 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. ______1 Grade 3 expectations in this domain are limited to fractions with denominators 2, 3, 4, 6, 8.

Measurement & Data 3.MD Solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects. 1. 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.

2. Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l).1 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.2

Represent and interpret data. 3. 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.

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.

Geometric measurement: understand concepts of area and relate area to multiplication and to addition.

52 5. 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.

6. Measure areas by counting unit squares (square cm, square m, square in, square ft, and improvised units).

7. 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.

Geometric measurement: recognize perimeter as an attribute of plane figures and distinguish between linear and area measures. 8. 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. ______1 Excludes compound units such as cm3 and finding the geometric volume of a container. 2 Excludes multiplicative comparison problems (problems involving notions of “times as much”; see Glossary, Table 2).

Geometry 3.G Reason with shapes and their attributes. 1. 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.

2. Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole. For example, partition a shape into 4 parts with equal area, and describe the area of each part as 1/4 of the area of the shape.

52 52 September 2011 Monday Tuesday Wednesday Thursday Friday September 5 September 6 September 7 September 8 September 9 Patterns on a Hundreds Place Value: 3 Digit Place Value: 3 Digit Chart Numbers Numbers NYSS: 3.N.1, 3.N.16, 3.A.2 NYSS: 3.N.2 NYSS: 3.N.2 CC: 3.OA.9 CC: CC: Description: NYSS- Skip Description: NYSS- Read Description: NYSS- Read count by 25’s, 50’s, 100’s to and write whole numbers and write whole numbers 1,000. Identify odd and to 1,000. to 1,000. even numbers. Describe First Day of School and extend numeric and geometric matters. CC- Identify arithmetic patterns and explain them using properties of operations. HSP # 1.1 HSP # 1.3 HSP # 1.3 COACH Lesson 1 COACH Lesson 2 COACH Lesson 2 Crosswalk 4 Crosswalk Crosswalk Monday Tuesday Wednesday Thursday Friday September 12 September 13 September 14 September 15 September 16 Place Value: 4 Digit Place Value: 4 Digit Problem Solving: Choose Compare Numbers Order Numbers Numbers Numbers an Operation NYSS: 3.N.4 NYSS: 3.N.4, 3.N.5 NYSS: 3.N.24 NYSS: 3.A.1 NYSS: 3.N.3 CC: 3.NBT.1 CC: 3.NBT.1, CC: 3.OA.8 CC: 3.NBT.1 CC: 3.NBT.1 Description: NYSS- Description: NYSS- Description: NYSS- Develop Description: NYSS- Use the Description: NYSS- Understand the place value Understand the place value strategies for selecting the symbols <, >, and = to Compare and order structure of the base 10 structure of the base 10 appropriate computational compare whole numbers numbers to 1,000. CC- number system. CC- Use number system. CC- Use place and operational method in and unit fractions. CC- Use Use place value place value understanding value understanding to round problem solving situations. CC- place value understanding understanding to round to round whole numbers to whole numbers to the nearest Solve two-step word problems the nearest 10 or 100. 10 or 100. using the four operations. to round whole numbers to whole numbers to the the nearest 10 or 100. nearest 10 or 100. HSP # 1.4 HSP # 1.4 HSP # 1.6 HSP # 2.1 HSP # 2.2 COACH Lesson 2 COACH Lesson 2 COACH Lesson 17 COACH Lesson 3 COACH Lesson 3 Crosswalk 1 Crosswalk 1 Crosswalk Crosswalk 2 Crosswalk 2  NYSS= New York State Standards  CC= Core Curriculum

52 September 2011 Monday Tuesday Wednesday Thursday Friday September 19 September 20 September 21 September 22 September 23 Round to the nearest 10 Round to the nearest 10 Addition Properties and 100 and 100 NYSS: 3.N.25 NYSS: 3.N.25 NYSS: 3.N.6, 3.N.9 CC: 3.NBT.1 CC: 3.NBT.1 CC: 3.NBT.2, 3.OA.5 Description: NYSS- Description: NYSS- Description: NYSS- Use and explain the commutative property of Estimate numbers up to Estimate numbers up to addition and multiplication. 500. CC- Use place value 500. CC- Use place value Understand and use the associative understanding to round understanding to round property of addition. CC- Fluently Review for Spiral Spiral Test 1 add and subtract within 1,000 using whole numbers to the whole numbers to the Test 1 strategies and algorithms based on nearest 10 or 100. nearest 10 or 100. place value, properties of operations, and/or the relationship between addition and subtraction. Apply properties of operations as strategies to multiply and divide. HSP # 2.4 HSP # 2.4 HSP # 3.1 COACH Lesson COACH Lesson COACH Lesson Crosswalk 7 Crosswalk 7 Crosswalk 3 Monday Tuesday Wednesday Thursday Friday September 26 September 27 September 28 September 28 September 30 Missing Addends Estimate Sums NYSS: 3.A.1 NYSS: 3.N.27 CC: 3.NBT.1 CC: 3.OA.8 Description: NYSS- Use Description: NYSS- Check the symbols <, >, and = to reasonableness of an compare whole numbers answer by using Grade 2 Review and unit fractions. CC- Use estimation. CC- Solve two- Adding 2-Digit Numbers place value understanding step word problems using Rosh Hashanah Rosh Hashanah to round whole numbers the four operations. to the nearest 10 or 100.

HSP # 3.2 HSP # 3.3 HSP # 3.4 COACH Lesson COACH Lesson COACH Lesson Crosswalk Crosswalk Crosswalk

 NYSS= New York State Standards  CC= Core Curriculum

52 Monday Tuesday Wednesday Thursday Friday October 3 October 4 October 5 October 6 October 7 Adding 3-Digit Numbers Adding Greater Numbers Problem Solving: Predict and Test NYSS: 3.N.4, 3.N.18 NYSS: 3.N.4, 3.N.18 NYSS: 3.N.18, 3.N.24 CC: 3.NBT.2 CC: 3.NBT.2 CC: 3.OA.8 Description: NYSS- Understand Description: NYSS- Understand Description: NYSS- Use a variety the place value structure of the the place value structure of the of strategies to add and subtract base ten number system. Use a base ten number system. Use a 3-digit numbers (with and variety of strategies to add and variety of strategies to add and without regrouping). Develop subtract 3-digit numbers (with subtract 3-digit numbers (with strategies for selecting the Review for Spiral Test 2 and without regrouping). CC- and without regrouping). CC- appropriate computational and Fluently add and subtract with Fluently add and subtract with operational method in problem Spiral Test 2 1,000 using strategies and 1,000 using strategies and solving situations. CC- Solve two- algorithms based on place value, algorithms based on place value, step word problems using the properties of operations, add/or properties of operations, add/or four operations. the relationship between the relationship between addition and subtraction. addition and subtraction. HSP # 3.5 HSP # 3.6 HSP # 3.7 COACH Lesson COACH Lesson COACH Lesson Crosswalk 5 Crosswalk 5 Crosswalk Monday Tuesday Wednesday Thursday Friday October 10 October 11 October 12 October 13 October 14 Estimating Differences Subtract 3-Digit Numbers NYSS: 3.N.27 NYSS: 3.N.4, 3.N.18 CC: 3.OA.8 CC: 3.NBT2 Description: NYSS- Check Description: NYSS- Understand the place value structure of the base ten number reasonableness of an system. Use a variety of strategies to add answer by using and subtract 3-digit numbers (with and Grade 2 Review estimation. CC- Solve two- Grade 2 Review without regrouping). CC- Fluently add and Columbus Day Fact Families step word problems using subtract with 1,000 using strategies and Subtract 2-Digit algorithms based on place value, properties the four operations. Numbers of operations, add/or the relationship between addition and subtraction.

HSP # 4.1 HSP # 4.2 HSP # 4.3 HSP # 4.4 COACH Lesson COACH Lesson 6 COACH Lesson COACH Lesson Crosswalk Crosswalk 8 Crosswalk Crosswalk 6

52 Monday Tuesday Wednesday Thursday Friday October 17 October 18 October 19 October 20 October 21 Subtract Greater Numbers Estimate or Exact Answer Subtract Across Zero Subtract Across Zero Problem Solving: Choose an Operation NYSS: 3.N.18 NYSS: 3.N.26 NYSS: 3.N.18 NYSS: 3.N.18 NYSS: 3.N.18, 3.N.24 CC: 3.NBT.2 CC: 3.OA.8 CC: 3.NBT.2 CC: 3.NBT.2 CC: 3.OA.8 Description: NYSS- Use a variety Description: NYSS- Description: NYSS- Use a variety Description: NYSS- Use a variety Description: NYSS- Use a variety of strategies to add and subtract Recognize real world of strategies to add and subtract of strategies to add and subtract of strategies to add and subtract 3-digit numbers (with and 3-digit numbers (with and 3-digit numbers (with and 3-digit numbers (with and without regrouping). CC- situations in which an without regrouping). CC- without regrouping). CC- without regrouping). Develop Fluently add and subtract with estimate (rounding) is Fluently add and subtract with Fluently add and subtract with strategies for selecting the 1,000 using strategies and more appropriate. CC- 1,000 using strategies and 1,000 using strategies and appropriate computational and algorithms based on place value, Solve two-step word algorithms based on place value, algorithms based on place value, operational method in problem properties of operations, add/or problems using the four properties of operations, add/or properties of operations, add/or solving situations. CC- Solve two- the relationship between the relationship between the relationship between step word problems using the addition and subtraction. operations. addition and subtraction. addition and subtraction. four operations. HSP # 4.5 HSP # 4.6 HSP # 4.7 HSP # 4.7 HSP # 4.9 COACH Lesson 4 COACH Lesson COACH Lesson COACH Lesson COACH Lesson Crosswalk 6 Crosswalk Crosswalk Crosswalk Crosswalk Monday Tuesday Wednesday Thursday Friday October 24 October 25 October 26 October 27 October 28 Count Odd or Even Count Bills and Coins Bills and Coins NYSS: 3.N.17 NYSS: 3.N.1, 3.M.7 NYSS: 3.N.1, 3.M.7 CC: 3.OA.9 CC: CC: Description: NYSS- Develop Description: NYSS- Skip Description: NYSS- Skip an understanding of the count by 25’s, 50’s, 100’s count by 25’s, 50’s, 100’s properties of odd/even to 1,000. Identify odd and to 1,000. Identify odd and numbers as a result of even numbers. Count and even numbers. Count and addition or subtraction. CC- Review for Spiral Spiral Test 3 represent combined coins represent combined coins Identify arithmetic Test 3 and dollars, using currency and dollars, using currency patterns and explain them symbols. symbols. using properties of operations. HSP page 100 HSP # 5.1 HSP # 5.1 COACH Lesson 5 COACH Lesson 28 COACH Lesson 28 Crosswalk Crosswalk Crosswalk

52 October 2011/November *Benchmark TBA Monday Tuesday Wednesday Thursday Friday October 31 November 1 November 2 November 3 November 4 Compare Money Make a Table + or - money Tell Time A.M. and P.M. NYSS: 3.M.7 NYSS: 3.N.24, 3.M.7 NYSS: 3.M.7 NYSS: 3.M.8, 3.M.9 NYSS: 3.M.8, 3.M.9 CC: CC: 3.OA.8 CC: CC: 3.MD.1 CC: 3.MD.1 Description: NYSS- Identify Description: NYSS- Develop Description: NYSS- Description: NYSS- Relate unit Description: NYSS- Relate odd and even numbers. strategies for selecting the Identify odd and fractions to the face of the clock. unit fractions to the face of Count and represent appropriate computational even numbers. Tell time to the minute, using the clock. Tell time to the combined coins and dollars, and operational method in Count and digital and analog clocks. CC- Tell minute, using digital and problem solving situations. and write time to the nearest analog clocks. CC- Tell and using currency symbols. represent Identify odd and even minute and measure time write time to the nearest numbers. Count and combined coins intervals in minutes. Solve word minute and measure time represent combined coins and and dollars, using problems involving addition and intervals in minutes. Solve dollars, using currency currency symbols. subtraction of time intervals in word problems involving symbols. CC- Solve two-step minutes. addition and subtraction of word problems using the four time intervals in minutes. operations. HSP # 5.2 HSP # 5.3 HSP # 5.5 HSP # 5.6 HSP # 5.7 COACH Lesson 28 COACH Lesson COACH Lesson COACH Lesson 29 COACH Lesson 29 Crosswalk Crosswalk Crosswalk Crosswalk 23 Crosswalk Monday Tuesday Wednesday Thursday Friday November 7 November 8 November 9 November 10 November 11 Time NYSS: 3.M.8, 3.M.9 CC: 3.MD.1 Description: See November 3rd and 4th description. Superintendent’s Grade 2 Review Quiz on Time and Veteran’s Day Conference Day Use a Calendar Calendar

HSP # HSP # 5.9 COACH Lesson 29 COACH Lesson Crosswalk 23 Crosswalk

52 November 2011 Monday Tuesday Wednesday Thursday Friday November 14 November 15 November 16 November 17 November 18 Collect Data Read a Pictograph Make a Pictograph NYSS: 3.S.2, 3.S.3 NYSS: 3.S.7, 3.S.4 NYSS: 3.S.7, 3.S.4 CC: CC: 3.MD.3 CC: 3.MD.3 Description: NYSS- Collect Description: NYSS- Read and Description: NYSS- Read and interpret data in bar graphs and interpret data in bar graphs and data using observation and pictographs. Identify the parts of pictographs. Identify the parts of surveys, and record pictographs and bar graphs. CC- pictographs and bar graphs. CC- Spiral Test 4 appropriately. Construct a Draw a scaled picture graph and a Draw a scaled picture graph and a Review for Spiral scaled bar graph to represent a scaled bar graph to represent a data Test 4 frequency table to data set with several categories. set with several categories. Solve represent a collection of Solve one- and two-step “how one- and two-step “how many more” many more” and “how many less” and “how many less” problems using data. problems using information information presented in scaled bar presented in scaled bar graphs. graphs. HSP # 6.1 HSP # 6.2 HSP # 6.3 COACH Lesson 30 COACH Lesson 31 COACH Lesson 31 Crosswalk Crosswalk 30 Crosswalk 30 Monday Tuesday Wednesday Thursday Friday November 21 November 22 November 23 November 24 November 25 Read a Bar Graph Make a Bar Graph Take a Survey NYSS: 3.S.6, 3.S.7, 3.S.8 NYSS: 3.S.6, 3.S.7, 3.S.8 NYSS: 3.S.3, 3.S.5 CC: 3.MD.3 CC: 3.MD.3 CC: 3.MD.3 Description: NYSS- State the relationships Description: NYSS- State the relationships Description: NYSS- Construct a between pictographs and bar graphs. between pictographs and bar graphs. frequency table to represent a Read and interpret data in bar graphs and Read and interpret data in bar graphs and collection of data. Display data in pictographs. Formulate conclusions and pictographs. Formulate conclusions and pictographs and bar graphs. CC- Draw make predictions from graphs. CC- Draw make predictions from graphs. CC- Draw a scaled picture graph and a scaled bar a scaled picture graph and a scaled bar a scaled picture graph and a scaled bar graph to represent a data set with several graph to represent a data set with several graph to represent a data set with Thanksgiving categories. Solve one- and two-step “how categories. Solve one- and two-step “how several categories. Solve one- and Thanksgiving many more” and “how many less” many more” and “how many less” two-step “how many more” and “how problems using information presented in problems using information presented in many less” problems using scaled bar graphs. scaled bar graphs. information presented in scaled bar graphs.

HSP # 6.4 HSP # 6.5 HSP # 6.6 COACH Lesson 32 COACH Lesson 32 COACH Lesson Crosswalk 31 Crosswalk 31 Crosswalk

52 Monday Tuesday Wednesday Thursday Friday November 28 November 29 November 30 December 1 December 2 Classify Data Classify Data Model Parts of a Whole NYSS: 3.S.8, 3.S.1 NYSS: 3.S.8, 3.S.1 NYSS: 3.N.10, 3.N.11, 3.N.12, CC: 3.MD.3 CC: 3.MD.3 3.N.13, 3.M.8 CC: 3.NF.1, 3.NF.2.a, 3.NF.2.b Description: NYSS- Formulate Description: NYSS- Formulate Description: NYSS- Develop an conclusions and make conclusions and make understanding of fractions as part of a whole unit and as parts of a collection. predictions from graphs. predictions from graphs. Use manipulatives, visual models, and Formulate questions about Formulate questions about illustrations to name and represent unit themselves and their themselves and their Review for Spiral Spiral Test 5 fractions as part of a whole or a set of objects. Understand and recognize the surroundings. CC- Draw a scaled surroundings. CC- Draw a scaled Test 5 meaning of numerator and denominator picture graph and a scaled bar picture graph and a scaled bar in the symbolic form of a fraction. graph to represent a data set graph to represent a data set Recognize fractional numbers as equal with several categories. Solve with several categories. Solve parts of a whole. Relate unit fractions to the face of clock. CC- Understand a one- and two-step “how many one- and two-step “how many fraction as the quantity formed by 1 part more” and “how many less” more” and “how many less” when a whole is partitioned into equal problems using information problems using information parts. Understand a fraction as the quantity formed as parts of size. presented in scaled bar graphs. presented in scaled bar graphs. HSP # 6.7 HSP # 6.7 HSP # 18.1 COACH Lesson 33 COACH Lesson 33 COACH Lesson 13 Crosswalk Crosswalk Crosswalk 19 Monday Tuesday Wednesday Thursday Friday December 5 December 6 December 7 December 8 December 9 Model Parts of a Whole Model Parts of a Group Model Parts of a Group Compare and Order Unit Fractions NYSS: 3.N.10, 3.N.11, 3.N.12, NYSS: 3.N.10, 3.N.12 NYSS: 3.N.10, 3.N.12 NYSS: 3.N.15 3.N.13, 3.M.8 CC: 3.NF.1, 3.NF.2.a, 3.NF.2.b CC: 3.NF.1 CC: 3.NF.1, 3.NF.2.a, 3.NF.2.b Description: NYSS- Develop an Description: NYSS- - Develop an Description: NYSS- - Develop an Description: NYSS- Compare understanding of fractions as part of a understanding of fractions as part of understanding of fractions as part of and order unit fractions and whole unit and as parts of a collection. a whole unit and as parts of a a whole unit and as parts of a Use manipulatives, visual models, and collection. Understand and collection. Understand and find their approximate illustrations to name and represent unit fractions as part of a whole or a set of recognize the meaning of numerator Parent/Teacher recognize the meaning of numerator locations on a number line. objects. Understand and recognize the and denominator in the symbolic and denominator in the symbolic meaning of numerator and denominator form of a fraction. CC- Understand a Conferences form of a fraction. CC- Understand a in the symbolic form of a fraction. fraction as the quantity formed by 1 fraction as the quantity formed by 1 Recognize fractional numbers as equal part when a whole is partitioned into part when a whole is partitioned into parts of a whole. Relate unit fractions to equal parts. Understand a fraction equal parts. Understand a fraction the face of clock. CC- Understand a as the quantity formed as parts of as the quantity formed as parts of fraction as the quantity formed by 1 part when a whole is partitioned into equal size. size. parts. Understand a fraction as the quantity formed as parts of size. HSP # 18.1 HSP # 18.2 HSP # 18.2 HSP # COACH Lesson 13 COACH Lesson 14 COACH Lesson 14 COACH Lesson 16 Crosswalk 19 Crosswalk 19 Crosswalk 19 Crosswalk

52 Monday Tuesday Wednesday Thursday Friday December 12 December 13 December 14 December 15 December 16 Compare Whole Numbers Relate Addition and Modeling Arrays Problem Solving: Draw a and Fractions Multiplication Picture NYSS: 3.A.1 NYSS: 3.N.21 NYSS: 3.N.6., 3.N.21 NYSS: 3.N.24 CC: 3.OA.1, 3.OA.3, 3.OA.4 CC: 3.NBT.1, 3.OA.1, 3.OA.3, CC: 3.NBT.1 3.OA.4, 3.OA.5 CC: 3.OA.8 Description: NYSS- Use Description: NYSS- Use the area Description: NYSS- Use and explain the Description: NYSS- Develop model, tables, patterns, arrays, and commutative property of addition and strategies for selecting the the symbols <, >, and = to doubling to provide meaning for multiplication. Use the area model, tables, patterns, arrays, and doubling to appropriate computational and multiplication. CC- Interpret compare whole numbers provide meaning for multiplication. CC- operational method in problem products of whole numbers. Use and unit fractions. CC- Use Quiz on Fractions Use place value understanding to round solving situations. CC- Solve two- multiplication and division with 100 whole numbers to the nearest 10 or 100. place value understanding to solve word problems in situations Interpret products of whole numbers. step word problems using the to round whole numbers involving equal groups, arrays, and Use multiplication and division with 100 four operations. measurement quantities. Determine to solve word problems in situations to the nearest 10 or 100. the unknown whole number in a involving equal groups, arrays, and measurement quantities. Determine the multiplication or division equation unknown whole number in a relating three whole numbers. multiplication or division equation relating three whole numbers. Apply properties of operations as strategies to multiply and divide. HSP # HSP # 8.1 HSP # 8.2 HSP # 8.7 COACH Lesson 18 COACH Lesson 7 COACH Lesson 7 COACH Lesson Crosswalk Crosswalk 9 Crosswalk 9 Crosswalk Monday Tuesday Wednesday Thursday Friday December 19 December 20 December 21 December 22 December 23 Multiply with 2 and 4 Multiply with 0 and 1 Multiply with 5 and 10 Multiply with 3 and 6 NYSS: 3.N.19 NYSS: 3.N.7, 3.N.8, 3.N.19 NYSS: 3.N.19, 3.N.20, 3.N.21 NYSS: 3.N.19, 3.N.20, 3.N.21 CC: 3.OA.1, 3.OA.3, 3.OA.4, 3.OA.7 CC: 3.OA.3, 3.OA.4, 3.OA.7 CC: 3.OA.1, 3.OA.3, 3.OA.4, 3.OA.7 CC: 3.OA.1, 3.OA.3, 3.OA.4, 3.OA.7 Description: NYSS- Develop fluency with Description: NYSS- Use 1 as the identify Description: NYSS- Develop fluency with single- Description: NYSS- Develop fluency with single- single-digit multiplication facts. CC- element for multiplication. Use the zero digit multiplication facts. Use a variety of digit multiplication facts. Use a variety of Interpret products of whole numbers. property of multiplication. Develop strategies to solve multiplication problems with strategies to solve multiplication problems with factors up to 12x12. Use the area model, tables, factors up to 12x12. Use the area model, tables, Use multiplication and division with 100 fluency with single-digit multiplication patterns, arrays, and doubling to provide patterns, arrays, and doubling to provide to solve word problems in situations facts. CC- Interpret products of whole meaning for multiplication. CC- Interpret meaning for multiplication. CC- Interpret involving equal groups, arrays, and numbers. Use multiplication and division products of whole numbers. Use multiplication products of whole numbers. Use multiplication measurement quantities. Determine the with 100 to solve word problems in and division with 100 to solve word problems in and division with 100 to solve word problems in Holiday Recess unknown whole number in a situations involving equal groups, arrays, situations involving equal groups, arrays, and situations involving equal groups, arrays, and multiplication or division equation relating and measurement quantities. Determine measurement quantities. Determine the measurement quantities. Determine the unknown whole number in a multiplication or unknown whole number in a multiplication or three whole numbers. Fluently multiply the unknown whole number in a division equation relating three whole numbers. division equation relating three whole numbers. and divide within 100, using strategies multiplication or division equation relating Fluently multiply and divide within 100, using Fluently multiply and divide within 100, using such as the relationship between three whole numbers. Fluently multiply strategies such as the relationship between strategies such as the relationship between multiplication and division or properties and divide within 100, using strategies multiplication and division or properties of multiplication and division or properties of of operations. such as the relationship between operations. operations. multiplication and division or properties of operations. HSP # 8.3, 8.4 HSP # 8.5 HSP # 8.6 HSP # 9.1, 9.2 COACH Lesson 8 COACH Lesson COACH Lesson COACH Lesson 10 Crosswalk Crosswalk Crosswalk Crosswalk

52 December 2011/January 2012 *Benchmark TBA Monday Tuesday Wednesday Thursday Friday December 26 December 27 December 28 December 29 December 30

Holiday Recess Holiday Recess Holiday Recess Holiday Recess Holiday Recess

Monday Tuesday Wednesday Thursday Friday January 2 January 3 January 4 January 5 January 6 Multiply with 8 Multiply with 9 Multiply with 7 Problem Solving: Comparing Strategies NYSS: 3.N.19, 3.N.20, 3.N.21 NYSS: 3.N.19, 3.N.20, 3.N.21 NYSS: 3.N.19, 3.N.20, 3.N.21 NYSS: 3.N.24 CC: 3.OA.1, 3.OA.3, 3.OA.4, 3.OA.7 CC: 3.OA.1, 3.OA.3, 3.OA.4, 3.OA.7 CC: 3.OA.1, 3.OA.3, 3.OA.4, 3.OA.7 CC: 3.OA.8 Description: NYSS- Develop fluency with single- Description: NYSS- Develop fluency with single- Description: NYSS- Develop fluency with single- Description: NYSS- Develop digit multiplication facts. Use a variety of digit multiplication facts. Use a variety of digit multiplication facts. Use a variety of strategies to solve multiplication problems with strategies to solve multiplication problems with strategies to solve multiplication problems with strategies for selecting the factors up to 12x12. Use the area model, tables, factors up to 12x12. Use the area model, tables, factors up to 12x12. Use the area model, tables, appropriate computational and patterns, arrays, and doubling to provide patterns, arrays, and doubling to provide patterns, arrays, and doubling to provide meaning for multiplication. CC- Interpret meaning for multiplication. CC- Interpret meaning for multiplication. CC- Interpret operational method in problem Holiday Recess products of whole numbers. Use multiplication products of whole numbers. Use multiplication products of whole numbers. Use multiplication solving situations. CC- Solve two- and division with 100 to solve word problems in and division with 100 to solve word problems in and division with 100 to solve word problems in situations involving equal groups, arrays, and situations involving equal groups, arrays, and situations involving equal groups, arrays, and step word problems using the measurement quantities. Determine the measurement quantities. Determine the measurement quantities. Determine the four operations. unknown whole number in a multiplication or unknown whole number in a multiplication or unknown whole number in a multiplication or division equation relating three whole numbers. division equation relating three whole numbers. division equation relating three whole numbers. Fluently multiply and divide within 100, using Fluently multiply and divide within 100, using Fluently multiply and divide within 100, using strategies such as the relationship between strategies such as the relationship between strategies such as the relationship between multiplication and division or properties of multiplication and division or properties of multiplication and division or properties of operations. operations. operations. HSP # 9.3 HSP # 9.4 HSP # 9.5 HSP # 9.6 COACH Lesson COACH Lesson COACH Lesson COACH Lesson Crosswalk Crosswalk Crosswalk Crosswalk 12  NYSS= New York State Standards  CC= Core Curriculum

52 Monday Tuesday Wednesday Thursday Friday January 9 January 10 January 11 January 12 January 13 Mult. Facts Through 12 Find a Rule Missing Factors NYSS: 3.N.19, 3.N.20 NYSS: 3.A.2 NYSS: 3.N.19 CC: 3.OA.3, 3.OA.4, 3.OA.7 CC: 3.OA.9 CC: 3.OA.3, 3.OA.4, 3.OA.7 Description: NYSS- Develop fluency with Description: NYSS- Description: NYSS- Develop fluency single-digit multiplication facts. Use a with single-digit multiplication facts. variety of strategies to solve Describe and extend CC- Use multiplication and division multiplication problems with factors up to with 100 to solve word problems in 12x12. CC- Use multiplication and division numeric and geometric with 100 to solve word problems in Review for Spiral Spiral Test 6 patters. CC- Identify situations involving equal groups, situations involving equal groups, arrays, arrays, and measurement quantities. and measurement quantities. Determine Test 6 arithmetic patterns and Determine the unknown whole the unknown whole number in a explain them using number in a multiplication or multiplication or division equation relating division equation relating three three whole numbers. Fluently multiply properties of operations. whole numbers. Fluently multiply and divide within 100, using strategies and divide within 100, using such as the relationship between multiplication and division or properties strategies such as the relationship of operations. between multiplication and division or properties of operations. HSP # 9.7 HSP # 10.1 HSP # 10.2 COACH Lesson COACH Lesson 19 COACH Lesson Crosswalk 10 Crosswalk 11 Crosswalk Monday Tuesday Wednesday Thursday Friday January 16 January 17 January 18 January 19 January 20 Multiplication Properties Problem Solving: Multistep Problem Solving: Multistep Model Division NYSS: 3.N.6, 3.N.7, 3.N.8 NYSS: 3.N.24 NYSS: 3.N.24 NYSS: 3.N.23 CC: 3.NBT.2, 3.OA.5 CC: 3.OA.8 CC: 3.OA.8 CC: 3.OA.2, 3.OA.3, 3.OA.4, 3.OA.6, 3.OA.7 Description: NYSS- Use and explain the Description: NYSS- Develop Description: NYSS- Develop Description: NYSS- Use tables, patterns, halving, and manipulatives to provide meaning for commutative property of addition and strategies for selecting the strategies for selecting the multiplication. Use 1 as the identify division. CC- Interpret whole-number quotients appropriate computational and appropriate computational and of whole numbers. Use multiplication and element for multiplication. Use the zero division with 100 to solve word problems in Martin Luther King property of multiplication. Develop operational method in problem operational method in problem situations involving equal groups, arrays, and fluency with single-digit multiplication solving situations. CC- Solve two- solving situations. CC- Solve two- measurement quantities. Determine the Day facts. CC- Fluently add and subtract with unknown whole number in a multiplication or 1,000 using strategies and algorithms step word problems using the step word problems using the division equation relating three whole numbers. based on place value, properties of four operations. four operations. Understand division as an unknown-factor problem. Fluently multiply and divide within 100, operations, add/or the relationship using strategies such as the relationship between between addition and subtraction. Apply multiplication and division or properties of properties of operations as strategies to operations. multiply and divide. HSP # 10.4 HSP # 10.5 HSP # 10.5 HSP # 11.1 COACH Lesson 9 COACH Lesson COACH Lesson COACH Lesson Crosswalk 13 Crosswalk Crosswalk Crosswalk

52 January 2012/February 2012 Monday Tuesday Wednesday Thursday Friday January 23 January 24 January 25 January 26 January 27 Relate Division and Model with Arrays Multiplication and Fact Families Problem Solving: Write a Subtraction Division Number Sentence NYSS: 3.N.23 NYSS: 3.N.23 NYSS: 3.N.23 NYSS: 3.N.19, 3.N.22 NYSS: 3.N.24 CC: 3.OA.2, 3.OA.3, 3.OA.4, CC: 3.OA.2, 3.OA.3, 3.OA.4, CC: 3.OA.2, 3.OA.3, 3.OA.4, CC: 3.OA.3, 3.OA.4, 3.OA.6, CC: 3.OA.8 3.OA.6, 3.OA.7 3.OA.6, 3.OA.7 3.OA.6, 3.OA.7 3.OA.7 Description: NYSS- Use tables, patterns, Description: NYSS- Use tables, patterns, Description: NYSS- Use tables, patterns, Description: NYSS- Develop fluency with Description: NYSS- Develop halving, and manipulatives to provide halving, and manipulatives to provide halving, and manipulatives to provide single-digit multiplication facts. strategies for selecting the meaning for division. CC- Interpret whole- meaning for division. CC- Interpret whole- meaning for division. CC- Interpret whole- Demonstrate fluency and apply single- number quotients of whole numbers. Use number quotients of whole numbers. Use number quotients of whole numbers. Use digit division fact. CC- Use multiplication appropriate computational and multiplication and division with 100 to multiplication and division with 100 to multiplication and division with 100 to and division with 100 to solve word operational method in problem solve word problems in situations solve word problems in situations solve word problems in situations problems in situations involving equal solving situations. CC- Solve two- involving equal groups, arrays, and involving equal groups, arrays, and involving equal groups, arrays, and groups, arrays, and measurement measurement quantities. Determine the measurement quantities. Determine the measurement quantities. Determine the quantities. Determine the unknown step word problems using the unknown whole number in a unknown whole number in a unknown whole number in a whole number in a multiplication or four operations. multiplication or division equation relating multiplication or division equation relating multiplication or division equation relating division equation relating three whole three whole numbers. Understand three whole numbers. Understand three whole numbers. Understand numbers. Understand division as an division as an unknown-factor problem. division as an unknown-factor problem. division as an unknown-factor problem. unknown-factor problem. Fluently Fluently multiply and divide within 100, Fluently multiply and divide within 100, Fluently multiply and divide within 100, multiply and divide within 100, using using strategies such as the relationship using strategies such as the relationship using strategies such as the relationship strategies such as the relationship between multiplication and division or between multiplication and division or between multiplication and division or between multiplication and division or properties of operations. properties of operations. properties of operations. properties of operations. HSP # 11.2 HSP # 11.3 HSP # 11.4 HSP # 11.5 HSP # 11.6 COACH Lesson COACH Lesson COACH Lesson COACH Lesson 11 COACH Lesson Crosswalk Crosswalk Crosswalk 16 Crosswalk Crosswalk Monday Tuesday Wednesday Thursday Friday January 30 January 31 February 1 February 2 February 3 Problem Solving: Write a Divide by 2 and 5 Divide by 3 and 4 Division Rules 0 and 1 Divide by 6 Number Sentence NYSS: 3.N.24 NYSS: 3.N.22 NYSS: 3.N.22 NYSS: 3.N.22 NYSS: 3.N.22, 3.N.23 CC: 3.OA.8 CC: 3.OA.3, 3.OA.4, 3.OA.6, CC: 3.OA.3, 3.OA.4, 3.OA.6, CC: 3.OA.3, 3.OA.4, 3.OA.6, CC: 3.OA. 2, 3.OA.3, 3.OA.4, 3.OA.7 3.OA.7 3.OA.7 3.OA.6, 3.OA.7 Description: NYSS- Develop Description: NYSS- Demonstrate fluency Description: NYSS- Demonstrate fluency Description: NYSS- Demonstrate fluency Description: NYSS- Demonstrate fluency and and apply single-digit division fact. CC- and apply single-digit division fact. CC- and apply single-digit division fact. CC- apply single-digit division fact. Use tables, strategies for selecting the patterns, halving, and manipulatives to provide Use multiplication and division with 100 Use multiplication and division with 100 Use multiplication and division with 100 appropriate computational and meaning for division. CC- Interpret whole- to solve word problems in situations to solve word problems in situations to solve word problems in situations number quotients of whole numbers. Use operational method in problem involving equal groups, arrays, and involving equal groups, arrays, and involving equal groups, arrays, and multiplication and division with 100 to solve word solving situations. CC- Solve two- measurement quantities. Determine the measurement quantities. Determine the measurement quantities. Determine the problems in situations involving equal groups, unknown whole number in a unknown whole number in a unknown whole number in a arrays, and measurement quantities. Determine step word problems using the multiplication or division equation relating multiplication or division equation relating multiplication or division equation relating the unknown whole number in a multiplication or four operations. three whole numbers. Understand three whole numbers. Understand three whole numbers. Understand division equation relating three whole numbers. Understand division as an unknown-factor division as an unknown-factor problem. division as an unknown-factor problem. division as an unknown-factor problem. problem. Fluently multiply and divide within 100, Fluently multiply and divide within 100, Fluently multiply and divide within 100, Fluently multiply and divide within 100, using strategies such as the relationship between using strategies such as the relationship using strategies such as the relationship using strategies such as the relationship multiplication and division or properties of between multiplication and division or between multiplication and division or between multiplication and division or operations. properties of operations. properties of operations. properties of operations. HSP # 11.6 HSP # 12.1 HSP # 12.2 HSP # 12.3 HSP # 13.1 COACH Lesson COACH Lesson COACH Lesson COACH Lesson COACH Lesson Crosswalk Crosswalk Crosswalk Crosswalk Crosswalk

52 February 2012 Monday Tuesday Wednesday Thursday Friday February 6 February 7 February 8 February 9 February 10 Divide by 7 and 8 Divide by 9 and 10 Division Facts Through 12 Problem Solving: Division Problem Solving: Choose an Operation NYSS: 3.N.22, 3.N.23 NYSS: 3.N.23 NYSS: 3.N.23 NYSS: 3.N.24 NYSS: 3.N.24 CC: 3.OA.2, 3.OA.3, 3.OA.4, CC: 3.OA.2, 3.OA.3, 3.OA.4, CC: 3.OA.3, 3.OA.4, 3.OA.6, CC: 3.OA.8 CC: 3.OA.8 3.OA.6, 3.OA.7 3.OA.6, 3.OA.7 3.OA.7 Description: NYSS- Demonstrate fluency Description: NYSS- Use tables, patterns, Description: NYSS- Use tables, patterns, Description: NYSS- Develop Description: NYSS- Develop and apply single-digit division fact. Use halving, and manipulatives to provide halving, and manipulatives to provide strategies for selecting the strategies for selecting the tables, patterns, halving, and meaning for division. CC- Interpret whole- meaning for division. CC- Use manipulatives to provide meaning for number quotients of whole numbers. Use multiplication and division with 100 to appropriate computational and appropriate computational and division. CC- Interpret whole-number multiplication and division with 100 to solve word problems in situations operational method in problem operational method in problem quotients of whole numbers. Use solve word problems in situations involving equal groups, arrays, and solving situations. CC- Solve two- solving situations. CC- Solve two- multiplication and division with 100 to involving equal groups, arrays, and measurement quantities. Determine the solve word problems in situations measurement quantities. Determine the unknown whole number in a step word problems using the step word problems using the involving equal groups, arrays, and unknown whole number in a multiplication or division equation relating four operations. four operations. measurement quantities. Determine the multiplication or division equation relating three whole numbers. Understand unknown whole number in a three whole numbers. Understand division as an unknown-factor problem. multiplication or division equation relating division as an unknown-factor problem. Fluently multiply and divide within 100, three whole numbers. Understand Fluently multiply and divide within 100, using strategies such as the relationship division as an unknown-factor problem. using strategies such as the relationship between multiplication and division or Fluently multiply and divide within 100, between multiplication and division or properties of operations. using strategies such as the relationship properties of operations. between multiplication and division or properties of operations. HSP # 13.2 HSP # 13.4 HSP # 13.5 HSP # HSP # COACH Lesson 12 COACH Lesson 12 COACH Lesson COACH Lesson COACH Lesson 17 Crosswalk Crosswalk Crosswalk 17 Crosswalk 18 Crosswalk Monday Tuesday Wednesday Thursday Friday February 13 February 14 February 15 February 16 February 17 Line Segments and Angles Types of Lines and Plane Quadrilaterals Figures NYSS: 3.G.1 NYSS: 3.G.1 NYSS: 3.G.1 CC: CC: CC: Description: NYSS- Define Description: NYSS- Define Description: NYSS- Define and use correct and use correct and use correct terminology when terminology when terminology when Review for Spiral Spiral Test 7 referring to shapes. referring to shapes. referring to shapes. Test 7

HSP # 14.1 HSP # 14.2, 14.3 HSP # 14.5 COACH Lesson COACH Lesson COACH Lesson 21 Crosswalk Crosswalk 34 Crosswalk 35

52 February 2012/March 2012*Benchmark TBA Monday Tuesday Wednesday Thursday Friday February 20 February 21 February 22 February 23 February 24

Winter Recess Winter Recess Winter Recess Winter Recess Winter Recess

Monday Tuesday Wednesday Thursday Friday February 27 February 28 February 29 March 1 March 2 Congruent Figures Symmetry and Lines of Similar Figures Solid Figures Model Solid Figures Symmetry NYSS: 3.G.2 NYSS: 3.G.5 NYSS: 3.G.2 NYSS: 3.G.3 NYSS: 3.G.3 CC: CC: *4.G.3 CC: CC: CC: Description: NYSS- Description: NYSS- Description: NYSS- Description: NYSS- Description: NYSS- Identify congruent and Identify and construct Identify congruent and Name, describe, compare, Name, describe, compare, similar figures. lines of symmetry. similar figures. and sort three- and sort three- dimensional shapes. dimensional shapes.

HSP # 15.1 HSP # 15.3, 15.4 HSP # 15.5 HSP # 16.1 HSP # 16.2 COACH Lesson 22 COACH Lesson 24 COACH Lesson 22 COACH Lesson 23 COACH Lesson 23 Crosswalk Crosswalk Crosswalk Crosswalk Crosswalk  NYSS= New York State Standards  CC= Core Curriculum

52 Monday Tuesday Wednesday Thursday Friday March 5 March 6 March 7 March 8 March 9 Problem Solving: Faces of Draw Plane Figures Patterns a Shape NYSS: 3.G.4 NYSS: 3.G.1, 3.G.3 NYSS: 3.A.2 CC: CC: CC: 3.OA.9 Description: NYSS- Description: NYSS- Define Description: NYSS- Identify the faces on a and use correct Describe and extend three-dimensional shape terminology when numeric and geometric as two-dimensional referring to shapes. Name, Review for Spiral Spiral Test 8 matters. CC- Identify shapes. describe, compare, and Test 8 arithmetic patterns and sort three-dimensional explain them using shapes. properties of operations.

HSP # 16.4 HSP # 16.5 HSP # 17.1 COACH Lesson 23 COACH Lesson COACH Lesson Crosswalk Crosswalk Crosswalk Monday Tuesday Wednesday Thursday Friday March 12 March 13 March 14 March 15 March 16 Geometric Patterns Number Patterns Problem Solving: Find a Length Estimate to Measure Pattern Inches NYSS: 3.A.2 NYSS: 3.A.2 NYSS: 3.A.2 NYSS: 3.M.1 NYSS: 3.M.2, 3.M.10 CC: 3.OA.9 CC: 3.OA.9 CC: 3.OA.9 CC: CC: 3.MD.4 Description: NYSS- Description: NYSS- Description: NYSS- Description: NYSS- Select Description: NYSS- Use a ruler to Describe and extend Describe and extend Describe and extend tools and units measure to the nearest standard unit. Select and use standard numeric and geometric numeric and geometric numeric and geometric (customary) appropriate (customary) and non-standard matters. CC- Identify matters. CC- Identify matters. CC- Identify for the length measured. units to estimate measurements. arithmetic patterns and arithmetic patterns and arithmetic patterns and CC- Generate measurement data explain them using explain them using explain them using by measuring lengths using properties of operations. properties of operations. properties of operations. rulers marked with halves and fourths of an inch.

HSP # 17.2 HSP # 17.3 HSP # 17.4 HSP # 20.1 HSP # 20.2 COACH Lesson 20 COACH Lesson 19 COACH Lesson COACH Lesson COACH Lesson Crosswalk Crosswalk Crosswalk Crosswalk 32 Crosswalk 32

52 March 2012 Monday Tuesday Wednesday Thursday Friday March 19 March 20 March 21 March 22 March 23 Feet and Yards Capacity Weight Problem Solving: Choosing an Unit NYSS: 3.M.2, 3.M.10 NYSS: 3.M.3, 3.M.4, 3.M.5, NYSS: 3.M.1, 3.M.3 NYSS: 3.M.1, 3.M.3 CC: 3.MD.4 3.M.6 CC: CC: CC: *4.MD.1 Description: NYSS- Use a Description: NYSS- Measure Description: NYSS- Select Description: NYSS- Select ruler to measure to the objects, using ounces and tools and units (customary) tools and units (customary) nearest standard unit. Select pounds. Recognize capacity appropriate for the length appropriate for the length and use standard as an attribute that can be measured. Measure objects, measured. Measure objects, Review for Spiral (customary) and non- measure. Compare using ounces and pounds. using ounces and pounds. standard units to estimate capacities. Measure Test 9 measurements. CC- capacity, using cups, pints, Generate measurement data quarts, and gallons. by measuring lengths using rulers marked with halves and fourths of an inch.

HSP # 20.3 HSP # 20.4 HSP # 20.5 HSP # 20.7 COACH Lesson 25 COACH Lesson 27 COACH Lesson 26 COACH Lesson Crosswalk Crosswalk 25 Crosswalk 24 Crosswalk Monday Tuesday Wednesday Thursday Friday March 26 March 27 March 28 March 29 March 30

Review for NYS Review for NYS Review for NYS Review for NYS Spiral Test 9 Math Assessment Math Assessment Math Assessment Math Assessment

52 April 2012 Monday Tuesday Wednesday Thursday Friday April 2 April 3 April 4 April 5 April 6

Spring Recess Review for NYS Review for NYS Review for NYS Spring Recess Math Assessment Math Assessment Math Assessment

Monday Tuesday Wednesday Thursday Friday April 9 April 10 April 11 April 12 April 13

Spring Recess Spring Recess Spring Recess Spring Recess Spring Recess

52 April 2012 Monday Tuesday Wednesday Thursday Friday April 16 April 17 April 18 April 19 April 20

Review for NYS Review for NYS Review for NYS Review for NYS Review for NYS Math Assessment Math Assessment Math Assessment Math Assessment Math Assessment

Monday Tuesday Wednesday Thursday Friday April 23 April 24 April 25 April 26 April 27

52 April 2012/May 2012 Monday Tuesday Wednesday Thursday Friday April 30 May 1 May 2 May 3 May 4

ELA State Tests ELA State Tests ELA State Tests

Monday Tuesday Wednesday Thursday Friday May 7 May 8 May 9 May 10 May 11

Review for NYS Review for NYS Math State Tests Math State Tests Math State Tests Math Assessment Math Assessment

52 May 2012 Monday Tuesday Wednesday Thursday Friday May 14 May 15 May 16 May 17 May 18 Whole Numbers as Model and Write Model and Write Compare Fractions Mass (Metric) Fractions Equivalent Fractions Equivalent Fractions NYSS: 3.N.14 NYSS: 3.N.14 NYSS: 3.N.14 NYSS: NYSS: CC: 3.NF.3.c CC: 3.NF.3.a, NF.3.b CC: 3.NF.3.a, NF3.b CC: 3.NF.3.d CC: 3.MD.2 Description: NYSS- Explore Description: NYSS- Explore Description: NYSS- Explore Description: CC- Compare Description: CC- Measure equivalent fractions. CC- equivalent fractions. CC- equivalent fractions. CC- two fractions with the same and estimate liquid volumes Express whole numbers as Understand two fractions as Understand two fractions as numerator or the same and masses of objects using fractions, and recognize equivalent if they are the equivalent if they are the denominator by reasoning standard units of grams, fractions that are equivalent same size or the same point same size or the same point about their size. Record the kilograms, and liters. to whole numbers. on a number line. Recognize on a number line. Recognize results of comparisons with and generate simple and generate simple the symbols >, <, or = and equivalent fractions, and equivalent fractions, and justify the conclusions by explain why the fractions are explain why the fractions are using a visual fraction model. equivalent. equivalent. HSP # HSP # 18.3 HSP # HSP # 18.4 HSP # 21.4 COACH Lesson COACH Lesson COACH Lesson 15 COACH Lesson COACH Lesson Crosswalk 20 Crosswalk 21 Crosswalk Crosswalk 22 Crosswalk 24 Monday Tuesday Wednesday Thursday Friday May 21 May 22 May 23 May 24 May 25 Capacity (Metric) Perimeter Area Area Compare Area and Perimter NYSS: NYSS: NYSS: NYSS: NYSS: CC: 3.MD.2 CC: 3.MD.8 CC: 3.MD.5a, 3.MD.5b, CC: 3.MD.7a, 3MD.7b, CC: 3.MD.8 3.MD.6 3.MD.7c, 3.MD.7d Description: CC- Measure Description: CC- Solve real Description: CC- Recognize area as Description: CC- Find the area of a Description: CC- Solve real rectangle with whole number side lengths and estimate liquid volumes world and mathematical an attribute of plane figures and world and mathematical understand concepts of area and show that the area is the same as would be found by multiplying the side and masses of objects using problems involving measruement using a unit square. A problems involving lengths. Multiply side lengths to find ares standard units of grams, perimeters of polygons. plane figure can be covered without of rectangles with whole number side perimeters of polygons. kilograms, and liters. gaps or overlaps by n unit squares. lengths. Use area models to represent Measure area by counting unit the distributive property in mathematical squares. reasoning. Recognize area as an additive. HSP # 21.3 HSP # HSP # 22.2 HSP # HSP # 22.3 COACH Lesson COACH Lesson COACH Lesson COACH Lesson COACH Lesson Crosswalk 25 Crosswalk 26 Crosswalk 27 Crosswalk 28 Crosswalk 29

52 May 2012/June 2012 Monday Tuesday Wednesday Thursday Friday May 28 May 29 May 30 May 31 June 1 Mulitply 3 Numbers Multiply 3 Numbers Multiply by Multiples of 10 Multiply by Multiples of 10 NYSS: NYSS: NYSS: NYSS: CC: 3.OA.5 CC: 3.OA.5 CC: 3.NBT.3 CC: 3.NBT.3 Description: CC- Apply Description: CC- Apply Description: CC- Multiply Description: CC- Multiply properties of operations to properties of operations to one-digit whole numbers by one-digit whole numbers by multiply and divide. multiply and divide. multiples of 10 in the range multiples of 10 in the range 10-90. 10-90. Memorial Day

HSP # 10.3 HSP # HSP # 23.1 HSP # COACH Lesson COACH Lesson COACH Lesson COACH Lesson Crosswalk Crosswalk 15 Crosswalk Crosswalk 14 Monday Tuesday Wednesday Thursday Friday June 4 June 5 June 6 June 7 June 8 Line Plots Line Plot Area of Shapes NYSS: NYSS: NYSS: CC: 3.MD.4 CC: 3.MD.4 CC: 3.G.2 Description: CC- Generate Description: CC- Generate Description: CC- Partition measurement data by measurement data by shapes into parts with equal measuring lengths using measuring lengths using areas. Review for Spiral Spiral Test 10 rulers marked with havles rulers marked with havles and fourths of an inch. Show and fourths of an inch. Show Test 10 the data by making a line the data by making a line plot. plot.

HSP # 6.8 HSP # HSP # COACH Lesson COACH Lesson COACH Lesson Crosswalk Crosswalk 33 Crosswalk 36

52 June 2012 Monday Tuesday Wednesday Thursday Friday June 11 June 12 June 13 June 14 June 15

Mixed Review Mixed Review Mixed Review Mixed Review Mixed Review

Monday Tuesday Wednesday Thursday Friday June 18 June 19 June 20 June 21 June 22

Mixed Review Mixed Review Mixed Review Mixed Review Mixed Review