Big Idea: Number Properties and Operations

Bowling Green Independent School District Combined Curriculum Document Mathematics – Primary – Third Grade

Big Idea: Number Properties and Operations First Quarter Academic Expectations 2.7 Students understand number concepts and use numbers appropriately and accurately. 2.8 Students understand various mathematical procedures and use them appropriately and accurately. Program of Studies: Program of Studies: Skills Related Core Content for Student Target Vocabulary Resources Understandings and Concepts Assessment

MA-P-NPO-U-1 MA-P-NPO-S-NS1 MA-EP-1.1.1 Place value Math Text Students will understand that Students will read, write, count Students will: numbers, ways of representing and model whole numbers 0 • apply multiple I can write numbers in Expanded form www.AAAMath.com numbers, relationships -10,000, developing an representations expanded form. between numbers and number understanding of place value (e.g.,drawings, Whole numbers www.VMathLive.com systems are means of for ones, tens, hundreds, manipulatives, base-10 representing real-world thousands and ten thousands. blocks, number lines, I can how the base 10 Decimals G-Made resource Library quantities. expanded form, symbols) to number system relates to MA-P-NPO-S-NS2 describe whole numbers (0 place value (e.g. Ten tens Fractions Math Facts in a Flash Students will apply multiple to 9,999):• apply multiple make one hundred, representations (e.g., drawings, representations (e.g., Less than KCCT Coach Book manipulatives, base-10 blocks, drawings, manipulatives, number lines, expanded form, base-10 blocks, number I can describe numbers in Greater than Manipulatives symbols) to describe and lines, symbols) to describe many different ways. compare whole numbers and fractions (halves, thirds, Number line Voyager Math fractions (e.g., halves, thirds, fourths);• apply these I can use problem solving fourths) in mathematical and numbers to represent real- strategies. Manipulatives Accelerated Math real-world problems. world problems and• explain how the base 10 number Odd MA-P-NPO-S-NS3 system relates to place I can use place value to read Students will order groups of value. and write numbers through Even objects according to quantity. DOK 9,999. 2 Skip-count MA-P-NPO-S-NO1 Students will develop an MA-EP-1.1.2 I can compare and order Multiples of numbers understanding of the concepts Students will read, write and whole numbers and of addition and subtraction rename whole numbers (0 to fractions. using physical objects and 9,999) and apply to real-world Digits concrete materials. and mathematical problems. I can use the <, >, or = sign to compare numbers. MA-P-NPO-S-NO2 MA-EP-1.1.3 Students will explore and Students will compare (<, >, I can count money and make develop an understanding of =) and order whole numbers change. the concepts of multiplication to whole numbers, decimals and division using physical to decimals (as money only) I can skip-count forward and models. and fractions to fractions backward by 2s, 5s, 10s and (limited to pictorial 100s. MA-P-NPO-S-PNO1 representations). Students will explore, develop DOK 2 I can identify and provide and use the concepts of examples of odd numbers, multiples. MA-EP-1.3.2 even numbers and multiples Students will skip-count of a number. MA-P-NPO-S-PNO2 forward and backward by 2s, Students will skip-count 5s, 10s and 100s. 1 Bowling Green Independent School District Combined Curriculum Document Mathematics – Primary – Third Grade

forwards and backwards by 2s, MA-EP-1.5.1 5s, 10s and 100s, using Students will identify and manipulatives, mental math provide examples of odd and written and electronic numbers, even numbers and means to communicate multiples of a number, and understanding. will apply these numbers to solve real-world problems. MA-P-NPO-S-PNO3 DOK 2 Students will explore, develop I can use the commutative and use the concepts of odd property of addition. and even numbers. Commutative property

MA-P-NPO-S-PNO4 Students will explore and use of properties of numbers for written and mental computation (e.g., 4 + 7 + 6 could be mentally regrouped as 4 + 6 + 7 using the commutative property of addition).

MA-P-NPO-U-2 MA-P-NPO-S-NS4 MA-EP-1.3.1 I can add and subtract whole Students will understand that Students will order, compare Students will analyze real- numbers. Addition meanings of and and understand the relative world problems to identify relationships among magnitude of numbers from 0- appropriate representations I can add and subtract whole Subtraction operations provide 10,000, using the symbols <, >, using mathematical numbers with regrouping. tools necessary to =, including the use of physical operations, and will apply Multiplication solve realistic problems and visual models for smaller operations to solve real- I can add and subtract whole encountered in numbers. world problems with the numbers with three digits or Division everyday life. following constraints: add less. MA-P-NPO-S-NS5 and subtract whole numbers Sum Students will develop beginning with I can multiply whole numbers fractional concepts (e.g., three digits or less; • multiply of ten or less. Factors dividing an object into equal whole numbers of 10 or less; parts and naming the equal add and subtract fractions I can add and subtract Dividend parts [e.g., halves, thirds, with like denominators less fractions of like fourths]). than or equal to four and• denominators. Quotient add and subtract decimals MA-P-NPO-S-NS6 related to Difference Students will expand fraction money. DOK 2 I can divide two digit concepts (e.g., whole to part numbers by single digit Divisor and part to whole; one-half is MA-EP-1.3.3 divisors. larger than one-fourth). Students will divide two digit Half numbers by single digit divisors MA-P-NPO-S-NS7 (with or without remainders) in Third Students will be introduced to real-world and mathematical and use decimals to represent problems. Fourth money. Denominator MA-P-NPO-S-NO3 Students will develop part- Numerator 2 Bowling Green Independent School District Combined Curriculum Document Mathematics – Primary – Third Grade whole relations using numbers (e.g., 3 I can use the commutative + 2 = 5, 1 + 4 = 5). properties of addition and Identity property multiplication. MA-P-NPO-S-NO4 MA-EP-1.5.2 Students will explore and solve Students will use the I can use the identity two-digit addition and commutative properties of properties of addition and subtraction problems through addition and multiplication, the multiplication. the use of manipulatives. identity properties of addition and multiplication and the zero MA-P-NPO-S-NO5 property of multiplication in Students will explore and written and mental develop factor-factor-product computation. (e.g., 2 x 3 = 6) using manipulatives. (e.g., hundreds charts, base-10 blocks, arrays).

MA-P-NPO-S-NO6 Students will multiply whole numbers through 10 x 10.

MA-P-NPO-S-NO7 Students will relate division facts to multiplication facts (e.g., using factor-factor- product).

MA-P-NPO-S-NO8 Students will solve multi-digit addition and subtraction problems that contain numerals and symbols.

MA-P-NPO-S-NO9 Students will add common I can add and subtract fractions with like denominators decimals using money. using manipulatives.

MA-P-NPO-S-NO10 Students will add and subtract decimals using money.

MA-P-NPO-S-PNO4 Students will explore and use of properties of numbers for written and mental computation (e.g., 4 + 7 + 6 could be mentally regrouped as 4 + 6 + 7 using the commutative property of addition). 3 Bowling Green Independent School District Combined Curriculum Document Mathematics – Primary – Third Grade

MA-U-P-M-3 MA-P-NPO-S-NS7 MA-EP-1.2.1 I can apply and use different Problem solving Students will understand that Students will be introduced to Students will apply and problem solving strategies computing fluently and making and use decimals to describe for estimation. Estimation reasonable estimates represent money. appropriate strategies for increases the ability to solve estimating quantities of Strategies realistic problems encountered MA-P-NPO-S-E1 objects and computational in everyday life. Students will explore results (limited to addition appropriate estimation and subtraction). procedures for different DOK 2 situations.

MA-P-NPO-S-E2 Students will apply and describe appropriate strategies for estimating quantities of objects and computational results.

MA-P-NPO-S-NO11 Students will use mental math, pencil-and-paper methods, calculators and/or computers to explore mathematical concepts and to assist with computation in problem solving situations.

4 Bowling Green Independent School District Combined Curriculum Document Mathematics – Primary – Third Grade

Big Idea: Geometry Second Quarter Academic Expectation 2.8 Students understand various mathematical procedures and use them appropriately and accurately. 2.9 Students understand space and dimensionality concepts and use them appropriately and accurately. Program of Studies: Program of Studies: Skills Related Core Content for Student Target Vocabulary Resources Understandings and Concepts Assessment

MA-P-G-U-1 MA-P-G-S-SR1 MA-EP-3.1.1 I can tell how many faces, Faces Two dimensional Math Text Students will understand that Students will identify, describe, Students will describe and edges, vertices, and sides a characteristics and properties model, draw, compare and provide figure has. Edges Three dimensional www.AAAMath.com of two-dimensional figures and classify two-dimensional examples of basic geometric three-dimensional objects figures and three-dimensional elements and terms (sides, Base www.VMathLive.com describe the world and are objects using elements, edges, faces, bases, vertices, I can describe and identify used to develop mathematical attributes and properties. angles) and will apply these angles. Figure G-Made resource Library arguments about geometric elements to solve real-world relationships and to evaluate MA-P-G-S-SR2 and mathematical problems. Sides Math Facts in a Flash the arguments of others. Students will explore the DOK 2 relationships among two- Vertices KCCT Coach Book dimensional figures and three- MA-EP-3.1.2 dimensional objects (e.g., using Students will describe and Shapes Manipulatives virtual manipulatives). provide examples of basic two- Squares Voyager Math MA-P-G-S-SR3 dimensional shapes (circles, I can give examples of two Students will identify and triangles, squares, and three dimensional Rhombus Accelerated Math describe congruent figures in rectangles, trapezoids, shapes. real-world and/or mathematical rhombuses, hexagons) and Trapezoid situations. will apply these shapes to solve real-world and I can apply shapes to solve Rectangles MA-P-G-S-SR4 mathematical problems. real world problems. Students will investigate and DOK 2 Hexagons solve real-world problems using the elements, attributes MA-EP-3.1.3 Triangles and properties of basic two- Students will describe and dimensional figures and three- provide examples of basic Circles dimensional objects. three-dimensional objects (spheres, cones, cylinders, Octagon MA-P-G-S-SR5 pyramids, cubes) and will Students will identify, draw and apply the attributes to solve Pyramid represent line segments and real-world and mathematical angles. problems. I can identify congruent Cylinder DOK 1 figures. MA-P-G-S-SR6 Cubes Students will determine if MA-EP-3.1.5 simple shapes are congruent. Students will identify and Cones describe congruent figures in real-world and mathematical Sphere problems. Congruent 5 Bowling Green Independent School District Combined Curriculum Document Mathematics – Primary – Third Grade

MA-P-G-U-2 MA-P-G-S-SR3 MA-EP-3.3.1 I can locate points on a Coordinate grid Students will understand that Students will identify and Students will locate points on a coordinate grid. representational describe congruent figures in grid Lines systems, including coordinate real-world and/or mathematical representing a positive geometry, are means situations. coordinate system. Line segment for specifying locations and describing spatial MA-P-G-S-SR5 I can identify and draw lines relationships and are Students will identify, draw and segments and angles. organizers for making represent line segments and sense of the world angles. around them. MA-P-G-S-SR6 Students will determine if simple shapes are congruent.

MA-P-G-S-CG1 Students will locate points and figures on a grid representing a positive coordinate system.

MA-P-G-U-3 MA-P-G-S-TS1 MA-EP-3.2.1 I can identify lines of Symmetry Students will understand that Students will determine lines of Students will describe and symmetry. transformations and symmetry in simple shapes and provide Line of symmetry symmetry are used to identify and describe examples of line symmetry in I can construct a simple analyze real-world symmetrical two-dimensional real-world and mathematical geometric design. Geometric situations (e.g., art, figures. problems or will apply one nature, construction line of symmetry to construct and scientific MA-P-G-S-TS2 a simple geometric design. exploration). Students will examine examples of line symmetry in real-world situations and apply DOK 2 one line of symmetry to construct simple geometric designs, using graphic, technological or concrete models/manipulatives to communicate understanding. I can explore flips, sides and Flips (reflection) MA-P-G-S-TS3 turns with physical models. Students will explore flips, Slides (translation) slides and turns with physical models. Turns (rotation)

MA-P-G-S-TS4 Students will identify images from flips (reflections), slides (translations) and turns (rotations) in a plane.

Big Idea: Idea: Algebraic Thinking Third Quarter Academic Expectations 2.8 Students understand various mathematical procedures and use them appropriately and accurately. 2.11 Students understand mathematical change concepts and use them appropriately and accurately. 2.12 Students understand mathematical structure concepts including the properties and logic of various mathematical systems. Program of Studies: Program of Studies: Skills Related Core Content for Student Target Vocabulary Resources Understandings and Concepts Assessment

MA-P-AT-U-1 MA-P-AT-S-PRF1 MA-EP-5.1.1 I can extend simple patterns Patterns Math Text Students will understand that Students will identify and Students will extend simple using pictures, and patterns, relations and describe patterns in real life patterns (e.g., 2,4,6,8, …; ◊ Δ manipulatives. www.AAAMath.com functions are tools that help and in numerical and geometric ◊ Δ …). explain or predict real-world situations. DOK 2 www.VMathLive.com phenomena. MA-P-AT-S-PRF2 G-Made resource Library Students will reproduce and extend patterns using Math Facts in a Flash manipulatives. KCCT Coach Book MA-P-AT-S-PRF3 Students will use pictures or Manipulatives words to create, reproduce, extend and explain patterns of Voyager Math shapes, objects, movements, sounds and numbers. Accelerated Math

MA-P-AT-S-PRF4 Students will recognize and extend simple number patterns.

MA-P-AT-U-2 MA-P-AT-S-PRF6 I can use a calculator to Calculator Students will understand that Students will use calculators to explore how constant numerical patterns can be explore how constant addition addition produces patterns. written as rules that generate produces a pattern and can be the pattern. expressed as a rule for a pattern. MA-EP-5.3.1 MA-P-AT-U-3 MA-P-AT-S-VEO1 Students will model real- I can solve simple equations Equation Students will understand that Students will explore unknowns world and mathematical to find the missing value. algebra represents and open sentences to express problems with simple Value mathematical situations and relationships. number sentences structures for analysis and (equations and inequalities) Inequalities problem solving (e.g., finding MA-P-AT-S-EI1 with a missing value (e.g., 2 + the missing value in open Students will solve simple ? = 7, ___< 6) and apply sentences). equations (e.g., 1 + 1 = [ ]; simple number sentences to [ ] - 2 = 7). solve mathematical and real- world problems. DOK 2 7 Bowling Green Independent School District Combined Curriculum Document Mathematics – Primary – Third Grade

MA-P-AT-S-EI2 Students will solve simple inequalities (e.g., [ ] < 6).

MA-P-AT-S-EI3 Students will solve for unknowns in simple open sentences.

MA-P-AT-S-EI5 Students will use manipulatives, numbers and/or symbols to model real- world situations with simple number sentences.

MA-P-AT-U-4 MA-P-AT-S-VEO2 Students will understand that Students will create stories real-world situations can be about mathematical sentences represented using with missing values. mathematical models to analyze quantitative MA-P-AT-S-EI4 relationships. Students will read and create story problems to represent mathematical sentences with missing values.

MA-P-AT-U-5 MA-P-AT-S-PRF5 MA-EP-5.1.2 I can describe functions of Input Students will understand that Students will explore input- Students will describe input and output using functions are used to analyze output machines (e.g., functions (input-output) pictures, numbers and Output change in various contexts and function machines) and through pictures and words. words. model real-world phenomena. solve simple function DOK 2 machine tasks. MA-EP-5.1.3 Students will determine the value of an output given a function rule and an input value.

Big Idea: Data Analysis and Probability Fourth Quarter Academic Expectations 2.7 Students understand number concepts and use numbers appropriately and accurately. 2.8 Students understand various mathematical procedures and use them appropriately and accurately. 2.13 Students understand and appropriately use statistics and probability. Program of Studies: Program of Studies: Skills Related Core Content for Student Target Vocabulary Resources Understandings and Concepts Assessment

MA-P-DAP-U-1 MA-P-DAP-S-DR6 Data Math Text Students will understand that Students will analyze and quantitative literacy is a make inferences from data Tally www.AAAMath.com necessary tool to be an displays (drawings, intelligent consumer and tables/charts, tally tables, Tally tables www.VMathLive.com citizen. pictographs, bar graphs, circle graphs, line plots, two-circle Table/charts G-Made resource Library Venn diagrams). Math Facts in a Flash

KCCT Coach Book

Manipulatives

Voyager Math

Accelerated Math

MA-P-DAP-U-2 MA-P-DAP-S-DR1 MA-EP-4.1.1 I can create a data display of Pictographs Students will understand that Students will make a graph Students will analyze and different types of graphs. the collection, organization, using concrete manipulatives make inferences from data Bar graphs interpretation and display of and read data displayed on a displays (drawings, data can be used to answer concrete graph. tables/charts, tally tables, I can read and analyze Circle graphs questions. pictographs, bar graphs, different types of graphs. MA-P-DAP-S-DR2 circle graphs with two or Line plots Students will display, read and three sectors, line plots, two- I can collect, organize and compare data on student- circle Venn diagrams). display data. invented graphs. DOK 3

MA-P-DAP-S-DR5 MA-EP-4.1.2 Students will display data in Students will collect data. line plots. MA-EP-4.1.3 MA-P-DAP-S-ES3 Students will organize and Students will use tools display data. (including technology when appropriate) to organize and display student-collected data.

MA-P-DAP-U-3 MA-P-DAP-S-DR3 Students will understand that the Students will read, display, choice of data display can affect compare and interpret student- the visual message communicated. collected data.

MA-P-DAP-S-DR4 Students will display, read and compare data on a pictograph and bar graph.

MA-P-DAP-S-DR5 Students will display data in line plots.

MA-P-DAP-S-DR1 Students will use technology to organize and display data collected from student investigations.

MA-P-DAP-S-ES3 Students will use tools (including technology when appropriate) to organize and display student-collected data.

MA-P-DAP-U-4 MA-P-DAP-S-DR6 MA-EP-4.2.1 I can find the mode and Mode Students will understand that Students will analyze and Students will determine the range of a set of data. inferences and predictions make inferences from data mode (of a set o fdata with no Range from data are used to make displays (drawings, more than one mode) and the critical and informed decisions. tables/charts, tally tables, range of a set of data. pictographs, bar graphs, circle graphs, line plots, two-circle MA-EP-4.3.1 Venn diagrams). Students will pose questions that can be answered by MA-P-DAP-S-ES1 collecting data. Students will pose questions to generate data.

MA-P-DAP-S-ES2 Students will use data from student investigations to make predictions or draw simple conclusion.

MA-P-DAP-S-P1 Students will explore chance through games and events.

MA-P-DAP-S-P2 Students will compare likely and unlikely outcomes.

MA-P-DAP-U-5 MA-P-DAP-S-P1 MA-EP-4.4.3 I can describe and give Probability Students will understand that Students will explore chance Students will describe and give examples of the probability probability can be used to through games and events. examples of the probability of of an unlikely/likely event. Unlikely events make decisions or predictions an unlikely event (near zero) or to draw conclusions. MA-P-DAP-S-P2 and a likely event (near one). Likely events Students will compare likely and unlikely outcomes. Outcome

MA-P-DAP-S-P3 Students will explore basic concepts of probability through simple experiments.

Big Idea: Measurement Fourth Quarter Academic Expectations 2.10 Students understand measurement concepts and use measurements appropriately and accurately. 2.11 Students understand mathematical change concepts and use them appropriately and accurately. Program of Studies: Program of Studies: Skills Related Core Content for Student Target Vocabulary Resources Understandings and Concepts Assessment

MA-P-M-U-1 MA-P-M-S-MPA2 MA-EP-2.1.1 I can apply the standard Length Hour Math Text Students will understand that Students will use nonstandard Students will apply standard units of length. measurable attributes of units to measure and compare units to Inches Minute www.AAAMath.com objects and the units, systems the length, weight, area or measure length (to the I can apply the standard unit and processes of measurement volume of familiar objects. nearest half-inch or the of weight. Foot Seconds www.VMathLive.com are powerful tools for making nearest centimeter) and to sense of the world around MA-P-M-S-MPA5 determine: I can tell time to the hour, Centimeter Week G-Made resource Library them. Students will sort/classify or • weight (nearest pound); half-hour, quarter-hour, five compare and order objects by • time (nearest quarter hour); minutes and one minute Weight Day Math Facts in a Flash shape, size and color (e.g., and attribute blocks). • money (identify coins and I can identify money by Half hour Month KCCT Coach Book bills by value) value. MA-P-M-S-MPA8 and Quarter hour Year Manipulatives Students will identify, compare • temperature (Fahrenheit). I can read temperatures in and order amounts of money DOK Fahrenheit and Celsius. Fahrenheit Voyager Math using coins and bills and use 1 correct symbols for money. I can identify the correct Celsius Accelerated Math symbols for money. MA-P-M-S-MPA10 Elapsed Time Students will relate time to daily I can determine elapsed time. activities, tell time to the hour, Temperature half-hour, quarter-hour, five minutes and one minute and Ounce determine elapsed time. Pound

MA-P-M-U-2 MA-P—M-S-MPA1 MA-EP-2.1.2 Students will understand that Students will apply standard Students will use standard Analog measurements are determined units to measure length (inches units to measure temperature by using appropriate and centimeters), weight in Fahrenheit and Celsius to Digital techniques, tools and formulas. (pounds), time (hours, half- the nearest degree. hours, quarter-hours, five- and Thermometer one-minute intervals), money MA-EP-2.1.3 I can use appropriate tools of (coins and bills) and Students will choose and use measurement for specific Scales temperature (Fahrenheit and appropriate tools (e.g., tasks. Celsius). thermometer, scales, balances, Balances clock, ruler) for specific MA-P-M-S-MPA3 measurement tasks. Ruler Students will use standard units of measurement to MA-EP-2.1.4 Volume identify, describe and compare Students will use nonstandard 12 Bowling Green Independent School District Combined Curriculum Document Mathematics – Primary – Third Grade

measurable attributes of and standard units of objects measurement to identify (e.g., length, weight, volume) measurable attributes of an and make estimates using object (length – in, cm; weight appropriate units of – oz, lb) and make an estimate measurement. using appropriate units of measurement. MA-P-M-S-MPA4 Students will choose and use MA-EP-2.1.5 appropriate tools for specific Students will use units of measurement tasks. measurement to describe and compare attributes of objects MA-P-M-S-MPA7 to include length (in, cm), Students will explore concepts width, height, money (cost), of perimeter and area of temperature (F) and weight Attributes rectangles using (oz, lb), and sort objects and manipulatives. compare attributes by shape, size and color. I can find the perimeter of a Perimeter MA-P-M-S-SM1 shape. Students will determine MA-EP-2.1.6 Area equivalent U.S. customary Students will estimate weight, I can find the area of a shape. measurements. length, Angle perimeter, area, angle MA-P-M-S-SM2 measures and time using Nonstandard unit of measure Students will describe, define, appropriate units of give examples of and use to measurement. Standard unit of measure solve real-world and/or mathematical problems both MA-EP-2.2.1 nonstandard and standard Students will describe, define, (U.S. Customary, metric) units give examples of and use to of measurement to include solve real-world and length, time, money, mathematical problems temperature (Fahrenheit and nonstandard and standard Celsius) and weight. (U.S. Customary, metric) units of measurement to include length (in., cm.), time, money, temperature (Fahrenheit) and weight (oz., lb).

MA-EP-2.2.3 Students will convert units within the same measurement system including money (dollars, cents), time (minutes, hours, days, weeks, months), weight (ounce, pound) and length (inch, foot).

MA-P-M-U-3 MA-P-M-S-MPA6 MA-EP-2.1.4 Students will understand that Students will estimate weight, Students will use nonstandard 13 Bowling Green Independent School District Combined Curriculum Document Mathematics – Primary – Third Grade for each situation, there is an length, perimeter, area, angle and standard units of appropriate degree of accuracy and time using appropriate measurement to identify in measurement. units of measurement. measurable attributes of an object (length – in, cm; weight MA-P-M-S-MPA9 – oz, lb) and make an estimate Students will combine coins using appropriate units of and bills to make a given measurement. MA-EP-2.2.2 amount Students will determine elapsed and make change up to a dollar. time by half hours.