Amherst and Pelham Public Schools

Curriculum Overview

Subject: Mathematics Grade Level: Third Grade

Concepts/Enduring Understandings/Themes	Topics/Units	Content/Skills	Essential Activities/Agreements
Number Sense and Operations Patterns, Relations, and Algebra Geometry Measurement Data Analysis, Statistics, and Probability	Investigations materials: --Trading Stickers, Combining Coins --Finding Fair Shares --Equal Groups --How Many Hundreds? How Many Miles? --Collections and Travel Stories --Perimeter, Angles, and Ares Scott Foresman Addition Wesley (SFAW) text, Lessons in: Chapter 1 Investigations materials: --Stories, Tables, & Graphs --Collections & Travel Stories --How Many Hundreds? Miles? --Equal Groups Scott Foresman Addition Wesley Selected lessons Chap. 1, 2, 3 Investigations materials --Perimeters, Angles & Area --Solids & Boxes --Stories, Tables, & Graphs SFAW text, Chapters 4 and 8 Investigations materials --Surveys & Line Plots --Collections & Travel Stories --Stories, Tables, & Graphs SFAW Chap.4, 9, 10, 12 Investigations materials --Surveys & Line Plots SFAW text: Chapters 4 & 5	*Exhibit an understanding of the base ten number system by reading, modeling, writing, and interpreting whole numbers to at least 10,000. *Demonstrate an understanding of common fractions (halves, thirds, fourths, fifths, sixths, tenths) as parts of unit wholes and as parts of a collection. *Represent, order, and compare large numbers through the ten thousands using various representations, including expanded form. *Select, use, and explain the commutative (order), associative (grouping), and identity properties of addition and multiplication of whole numbers in problem situations. *Use appropriate operations (addition, subtraction, multiplication) to solve problems, including those involving money using manipulatives, diagrams, words and numbers. *Demonstrate in the classroom an understanding of and the ability to use alternative and conventional algorithms for addition and subtraction (up to four digits) and multiplication (two digits by one digit), and division. *Round whole numbers to the nearest 10 and nearest 100. *Use concrete objects and visual models to add and subtract common fractions (halves, thirds, fourths, and sixths) with like denominators. *Determine which symbol (=, <, or >) is appropriate for a given mathematical sentence. *Determine values of variables in simple equations up to 1,000. *Use Venn Diagrams to sort and classify numbers, geometric shapes, and physical attributes *Determine and use function rules for input-output tables involving only one operation. *Describe, model, draw, compare, and classify two- and three-dimensional shapes. *Recognize congruent figures and solids. *Identify angles as greater than, less than or equal to a right angle. *Describe and draw horizontal, vertical, diagonal, intersecting, perpendicular, and parallel lines and curves. Identify lines, segments and points *Identify time to the minute on analog and digital clocks using a.m. and p.m. Compute elapsed time less than one hour using a clock and number of days elapsed using a calendar. *Estimate and find area and perimeter of a rectangle, using concrete objects and grids. *Identify and use appropriate metric and U.S. Customary (English) units and tools (e.g., ruler, tape measure, meter stick, balance scale, thermometer, clock) to estimate, measure, and solve problems involving length, area, capacity/volume, weight, time, and temperature. *Match representations of a data set such as lists, tables, or graphs (not including circle graphs) with the actual set of data. *Construct, draw conclusions, and make predictions from various representations of data sets, including tables, bar graphs, pictographs, line graphs, line plots, tallies, and Venn Diagrams.	The mathematics period in the third grade classroom should be at least 60 minutes long each day. In addition, mathematics should be embedded in common classroom routines such as attendance, calendar, schedule, and particularly in the science curriculum using the materials in the third/fourth grade Math and Science kit. Teachers will also need to incorporate the activities/suggestions in the Ten Minute Math and Classroom Routines (pages 24-42) section of the Implementing Investigations in Grade 3 Guide into their daily class schedule, and follow the MCAS Preparation Section (pages T36-T47) in Volume 1 of the SFAW Teachers’ Manual.