 # Suggested Curriculum Guide for Grade 3 Math

Suggested Curriculum Guide for EveryDay Math Grade 3

 Time Lesson/Activity MPS Learning Targets Wisconsin State Framework Assessment Descriptors District Model CABS Suggested Vocabulary 30 min Activity 8.3 Naming Parts with Fractions P. 648, Part 3(all) Number Operations and RelationshipsLearning Target #3 Use part-whole and set models to represent, compare , and solve problems with fractions less than, equal to, and greater than one whole. Number Operations and Relationships B.a Concept Ba6 Identify a fractional part Ba7 Read, write, order, and represent unit fractions Bb15 Reasonableness of answers Mathematical Processes A.1 Use reasoning and logic to: Perceive patterns, Identify relationships, formulate questions, pose problems, make conjectures, justify strategies and test reasonableness of results. A.2 Communicate mathematical ideas and reasoning using the vocabulary of mathematics in a variety of ways, e.g., using words, numbers, symbols , pictures, charts , tables, diagrams, graphs, and models. A.3 Connect mathematics to the real world as well as within mathematics. Number Operations and Relationships Denominators Fractions Numerator 60 min Activity 8.3 Exploring Fractions, Reforming Squares and Combinations., P. 659, Part 3(all) 45 min Activity 8.5 Equivalent Fractions, P. 671, Part 3(all) 45 min Activity 11.3 Equivalent Fractions, P. 892 Part 3/Readiness Activity 30 min Activity 8.6 Comparing Fractions, P. 679 • Playing Fraction Top -It. 30 min Activity 8.6 Comparing Fractions, P. 679 • Playing the Equivalent Fractions Game 45 min Activity 8.6 Comparing Fractions, P. 681 • Exploring Fractions Patterns (Readiness Activity)

 Time Lesson/Activity MPS Learning Targets Wisconsin State Framework Assessment Descriptors District Model CABS Suggested Vocabulary 60 min Activity 1.13 The Length of Day Project., P. 81 • Telling Time and Calculating Elapsed Time Measurement Learning Target #6 Read and interpret customary and metric measuring instruments and determine time to the nearest minute and elapsed time in real -world situations. Measurement D.b Direct measurement D.b.4 Read and interpret measuring instruments to determine the measurement of objects with non-standard and standard units to the nearest centimeter, 1/4-inch. D.b.7 Determine and compare elapsed time in multiples of 15 minutes in problem-solving situations. Mathematical Processes A.1 Use reasoning and logic to: Perceive patterns, Identify relationships, formulate questions, pose problems, make conjectures, justify strategies and test reasonableness of results. A.2 Communicate mathematical ideas and reasoning using the vocabulary of mathematics in a variety of ways, e.g., using words, numbers, symbols, pictures, charts, tables, diagrams, graphs , and models. A.3 Connect mathematics to the real world as well as within mathematics. Measurement # 1 # 2 #5d elapse time 60 min Activity 1.13 The Length of Day Project, P. 82 • Home Link Activity 45 min Activity 1.13 The Length of Day Project, P. 83 • Making a Daily Schedule of Activities (Enrichment Activity) 60 min Activity 3.2 Measuring with a Ruler, P. 177 • Teaching the lesson 60 min Activity 3.3 Standard Linear Measures, P. 185 • Estimating & Measuring Lengths 60 min Activity 10.1 A Treasure Hunt, P. 813 • 3 Activities

 Time Lesson/Activity MPS Learning Targets Wisconsin State Framework Assessment Descriptors District Model CABS Suggested Vocabulary 60 min Activity 4.10 Coin-Toss Experiment, P.295-297 • Playing heads/tails • Conducting and analyzing an experiment Statistics and ProbabilityLearning Target #8 Determine the likelihood (e.g., more, less, or equally likely) and fairness of events, and describe and predict outcomes and combinations of simple events . Statistics and Probability E.b Probabililty E.b.5 Determine if the occurrence of future events are more, less, or equally likely to occur E.b.6 Design a fair and an unfair spinner. E.b.7 Predict the outcomes of a simple event using words to describe probability. Ex: Flipping a coin has a 1 out of 2 chance of getting a head. E.b.8 Describe and determine the number of combinations for choosing 2 out of 3 items. Ex: Red hat, blue jacket and green jacket. What are the combinations of wearing a hat and a jacket? Mathematical Processes A.1 Use reasoning and logic to: Perceive patterns, Identify relationships, formulate questions , pose problems, make conjectures, justify strategies and test reasonableness of results. A.2 Communicate mathematical ideas and reasoning using the vocabulary of mathematics in a variety of ways, e.g., using words, numbers, symbols, pictures, charts, tables, diagrams, graphs, and models. A.3 Connect mathematics to the real world as well as within mathematics. Statistics and Probability #6 #7 #8 certain impossible chance 30 min Making Predictions about Rolling Dice, P. 299 (Enrichment Activity) 45 min Activity 11.3 Spinner Activities, P. 889 • Demonstrating and Making using Spinner 30 min Conducting Equally Likely and Not Equally Likely Experiments, P. 890 30 min Designing and Testing Spinners, P.893 (Enrichment Activity) 30 min Playing Soccer Spin, P. 893 (Extra Practice) 30 min Activity 11.4 Designing Spinners, P. 895 • Making Spinners 45 min Designing Spinners to match given descriptions, P. 896 30 min Shading Fractions on Spinners, P. 897, (Readiness Activity). 30 min Creating a Spinner, P. 898, (Enrichment Activity). 30 min Playing Spinning to Win (Extra Practice)
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