THIRD GRADE MATH, 1St 30 DAYS

THIRD GRADE MATH, 1st 30 DAYS

ESSENTIAL STANDARD
ESSENTIAL / ESSENTIAL QUESTION / DEPTH for MASTERY / TEXTBOOK CHAPTER &

LESSON

/ CALENDAR MATH /

GLC WEBSITE - SEQUENCED LESSON PLANS

/ COMPASS
LEARNING
11 - Measures using appropriate instruments and appropriate units, length, capacity, (Continued) weight/mass, time, and temperature. Length, Millimeter, Inch, Centimeter, Foot, Meter, Yard, Kilometer, Mile, Capacity, Milliliter, Ounce, Liter, Cup, Pint (Liquid and Dry), Quart, Gallon, Gram, Ounce, Kilogram, Pound, Time, Second, Week, Minute, Month, Hour, Year, Day, Decade, Century, Temperature, Degree Fahrenheit and Celsius / How can you use appropriate instruments to measure different units? / Time only ; not elapsed time / Chapter 4,
Lessons 1,2,5
Time to quarter hour, minute and reading calendar for days, weeks, months and year / Aug.-Dec.
March-June / Day 98 / MA2.04.01-06
MA2.04.09
MA3.07.02.01-02
MA4.03.02.01-03
MA4.11.02.01-02
18 - Recognizes different names for whole numbers through 9,999 including names in expanded notation form (9000+900+90+9; 9 thousands, 9 hundreds, 9 tens, 9 ones; nine thousand, nine hundred, ninety-nine). / What are the different ways whole numbers can be written? / All / Chapter 1,
Lessons 3, 7 / November
Feb.-June / Days 7, 9 / MA3.01.01.01
MA3.01.02.02
MA4.01.01.03

3rd Grade Math, 1st 30 days

ESSENTIAL STANDARD
ESSENTIAL / ESSENTIAL QUESTION / DEPTH for MASTERY / TEXTBOOK CHAPTER &

LESSON

/ CALENDAR MATH /

GLC WEBSITE - SEQUENCED LESSON PLANS

/ COMPASS
LEARNING
[21] - Identifies place value through hundred thousands and identifies the number of hundred thousands, thousands, hundreds, tens, and ones in a given number. / How does the placement of a number change its value? / Through thousands / Chapter 1,
Lessons 3, 7 / Aug.-Nov.
January
February / Day 5 / MA2.01.01
MA3.01.01.01-02
MA4.01.01.03-04
24 - Rounds two-, three-, and four-digit numbers to the nearest ten, hundred, or thousand. / What determines how a number is rounded to the nearest ten, hundred or thousand? / All / Chapter 1
Lesson 4
Ten and hundred / None / Day 32
To thousands / MA2.01.05
MA3.01.03.02
MA4.01.03.01
27 - Compares and orders whole numbers through 9,999. / How can whole numbers be ordered and compared? / All / Chapter 1
Lesson 8 / None / Days 2, 5
Four digit numbers / MA2.01.03
MA2.01.04
MA3.01.02.01
31 - Continues or completes a given number sequence counting by ones, twos, threes, fours, fives, tens, hundreds, and thousands (include skip-counting on a number line). / How can you show patterns in numbers? / Counts by 1s, 2s, 3s, 4s, or 5s to complete a sequence / Chapter 1
Lessons 1, 4
2’s, 3’s, 5’s, 10’s / Aug.-Oct. / Day 3
2’s, 5’s, 10’s / MA1.01.06-07
MA2.01.02
MA3.01.02.03-04
33, 34 - Identifies information needed to solve a given problem; Selects appropriate operation (addition, subtraction, or multiplication) for a given problem situation. / What steps are needed to solve a problem? / Addition and subtraction problems / Chapter 2
Lesson 4 / Aug.-June / Day 25 / Compass pg. 40-41
M.3.34
M.3.35
M.3.36
[35] - Employs problem-solving strategies (e.g. draw a picture; make a chart, graph, or table; guess and check; look for a pattern). / How do you solve problems using different strategies? / Logical reasoning,
Make a table, Act it out / Chapter 1, Lesson 9;
Chapter 2, Lesson 7;
Chapter 3, Lesson 8 / Aug.-June / Day 38
Make a chart / MA2.09.01
MA3.03.01.03
MA3.09.01.02-04
MA4.08.01.01-05
MA4.12.01.01-06

3rd Grade Math, 1st 30 days

ESSENTIAL STANDARD
ESSENTIAL / ESSENTIAL QUESTION / DEPTH for MASTERY / TEXTBOOK CHAPTER &

LESSON

/ CALENDAR MATH /

GLC WEBSITE - SEQUENCED LESSON PLANS

/ COMPASS
LEARNING

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

/ How do you know which symbol to use in a number sentence? / +, - , <, > / Chapter 1
Lesson 8;
Chapter 2
Lesson 1 / Aug.-June / Days 17, 25 / MA2.01.03
MA2.01.04
MA4.05.01.01
[47] - Adds and subtracts whole numbers (one-, two- and three-digits, without or with regrouping), initially using manipulatives and then connecting the manipulations to symbolic procedures (problems presented vertically and horizontally with the horizontal problems rewritten vertically). / What are different ways to add and subtract whole numbers? / Add & subtract one- and two- digit numbers / Chapter 2
Lessons 1, 2, 3, 5, 6, 8, 9
One-digit numbers / Aug., Sept., Oct., Nov., Jan., Feb. / Days 15, 16
One- and two-digit numbers / MA1.03.01-04
MA2.02.01-03
MA2.02.05
MA2.03.01-05
MA3.01.02.05
MA3.02.01.01-06
MA3.05.01.08
MA3.07.01.04-05
IMPORTANT

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

/ How can we use front-end estimation to get a reasonable answer? / Front-end, Rounding / Chapter 1, Lesson 5; Chapter 3
Lessons 2, 3 / Aug., Sept., Dec., Feb., March / Day 23
Front-end estimation / MA3.08.03.01-02
MA4.06.01.01-03
MA4.06.03.02
MA4.06.03.04

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

/ How can numbers be written into words? / All / Chapter 1,
Lessons 3, 7, 10 / Nov.-June / Day 8 / MA3.01.01.01
MA3.01.02.02

19 - Identifies even and odd numbers.

/ How can you tell the difference between even and odd numbers? / All / Chapter 1,
Lesson 1 / Aug.-Sept. / Day 3 / MA4.01.05.01

3rd Grade Math, 1st 30 days

ESSENTIAL STANDARD
IMPORTANT / ESSENTIAL QUESTION / DEPTH for MASTERY / TEXTBOOK CHAPTER &

LESSON

/ CALENDAR MATH /

GLC WEBSITE - SEQUENCED LESSON PLANS

/ COMPASS
LEARNING

20 - Relates concrete and pictorial models to numbers through thousands, and relates numbers to models; names numbers orally.

/ How can you use pictures and objects to represent numbers? / All / Chapter 1,
Lessons 3, 7 / Aug.-Nov.
Jan.-June / Day 7 / MA3.01.01-02
MA3.01.04.01
MA3.01.04.05
MA4.01.01.01-02
MA4.02.02.01

40 - Determines probability of a given event through exploration (equally likely, least likely, and most likely).

/ How would you use probability in your everyday life? / All / Chapter 7,
Lesson 8 / Aug.-June
Through patterns-next? / Day 22 / MA2.09.02
MA3.03.01.02
MA4.10.03.01-02

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

/ How are addition and multiplication related? What are the properties of addition and multiplication and how do we use them? / Addition properties – commutative, zero / Chapter 2,
Lessons 2, 3
Commutative, zero / None / Day 34, 48
Identify commutative association / MA1.02.09
MA2.02.02
MA2.02.04
MA3.04.01.01-02
MA3.04.01.07
MA4.05.01.07

25 - Recognizes numerical relationships through 9,999 (such as between, before, after, equal to, nearest to, least, and greatest).

/ How can words be used to show numerical relationships? / All / Chapter 1,
Lessons 4, 8 / None / Day 4
#s to 9,999 between, before, after, equal, nearest to, least - to 4 digits / MA3.01.02.01
MA3.01.02.03-04
MA4.01.02.01

COMPACT REVIEW

49 - Applies mental computation strategies (such as counting up, counting back, simple compatible numbers, doubles, making ten, multiples of ten) to addition and subtraction, and to simple multiplication and division.

/ How can you do a math problem in your head? / Addition and subtraction / Chapter 2,
Lessons 1, 2, 5 / Aug.-Feb.
June / Day 30 / MA3.04.02.01
Curriculum Guide
pg. 43

3rd Grade Math, 1st 30 days

ESSENTIAL STANDARD
COMPACT REVIEW / ESSENTIAL QUESTION / DEPTH for MASTERY / TEXTBOOK CHAPTER &

LESSON

/ CALENDAR MATH /

GLC WEBSITE - SEQUENCED LESSON PLANS

/ COMPASS
LEARNING

51 - Develop and use strategies to estimate the results of whole number computation and to judge the reasonableness of such results.

/ How do you know your answer makes sense? / All / Chapter 3
Lessons 2, 9 / Aug.-Nov. / Day 27 / None

3rd Grade Math, 1st 30 days