MATH%EXPRESSIONS% GRADE%3%–%SCOPEAND%SEQUENCE€¦ · MATH%EXPRESSIONS%! GRADE%3%–%SCOPEAND%SEQUENCE! % % UNIT%2:%LINES,%LINE%SEGMENTS,%AND%QUADRILATERALS%! Resources:! Math%Expressions!

MATH EXPRESSIONS GRADE 3 – SCOPE AND SEQUENCE

Unit 1: Place Value and Multi-‐Digit Addition and Subtraction

Resources: Math Expressions Investigation – Trading Stickers, Combining Coins (Games: Capture 5, Make a Dollar, Collect $2.00, Close to 100) PSSA Prep Book Calendar Math (May want to use Calendar Math pieces to introduce quadrilaterals for Unit 2) Use test generator to make a combined test from Unit 1 and 3 for subtraction Math Practices Skills for Success by Carson-‐Dellosa Nimble with Numbers by Dale Seymour Publications

Background Concepts Needed for This Unit: ● Count a collection of bills and coins less than $5.00 (penny, nickel, dime, quarter, dollar). Money may be represented as 15 cents, 15¢, or $0.15. ● Differentiate between and/or give examples of even and odd numbers (limit to 3 digits).

Estimated Timeframe: 21 days ● May want to skip the 3-‐digit ungrouping section (1.10 to 1.16) until after PSSA. ● Skip 1.6 activity 3 pg. 54 & 55 and do 54 later with subtraction strategies

Algebra & Functions: ● Choose the number sentence that matches a given story (one operation; + or -‐ only). (PSSA Prep book as multiple choice questions) Computation & Estimation: ● Solve single-‐and double-‐digit addition and subtraction problems with and without regrouping in vertical and horizontal form. ● Solve triple-‐digit addition and subtraction problems without regrouping in vertical and horizontal form. Number, Number Systems, and Number Relationships: ● Match the word name with the appropriate whole number up through 9,999. ● Match a symbolic representation of numbers to appropriate whole numbers (e.g., base 10 blocks; 7 hundreds, 4 tens and 8 ones). ● Read and write whole numbers in expanded, standard, and/or word form through 4 digits. ● Count a collection of bills and coins less than $5.00 (penny, nickel, dime, quarter, dollar). Money may be represented as 15 cents, 15¢, or $0.15. ● Demonstrate the inverse relationship between addition and subtraction using fact families and/or factors. Probability and Predictions: ● Determine the chance of an event occurring by doing multiple trials using dice, spinners, etc.). (Only in Lesson 1.16) ● Predict/measure the likelihood of events. (Only in Lesson 1.16) Problem Solving and Communication:


● Understand the meanings of operations, use operations and understand how they relate to each other.

Supplemental Investigations Activities

Trading Stickers, Combining Coins ● Capture 5 (pg. 60 -‐ 61) ● Close to 100 (pg. 102 -‐ 103) ● Close to 1,000 -‐ See a third grade teacher or your instructional coach) ● Collect $2.00 (pg. 66 -‐ 67) ● Make a $1.00 (pg. 118 -‐ 119)

Collections and Travel Stories

● Close to 100 (pg. 44) ● Capture on the 300 Chart (pg. 81 -‐ 82) ● Go Collecting (pg. 41) ● Collections Match (pg. 95) ● How Far from 100? (pg. 123 -‐ 125)

Other Supplemental Resources

Nimble with Numbers ● Race to Two Dollars (pg. 54) ● Coins Tic-‐Tac-‐Toe (pg. 56 -‐ 57) ● Four Sums in a Row (pg. 23) ● Matching Sums (pg. 25) ● Sum and Subtract (pg. 38 -‐ 39) ● Tic-‐Tac-‐Subtract I/II (pg. 41 -‐ 42) ● What’s Left? I/II (pg. 43 -‐ 44) ● Subtraction Squares (pg. 45 -‐ 46) ● Valuable Words (pg. 48) ● 200 Chart Pieces (pg. 62 -‐ 63) ● Creating Target Numbers (pg. 64 -‐ 65) ● What Numbers Are Missing? I/II (pg. 74 -‐ 75) ● How Many Can You Make? I/II (pg. 76 -‐ 77) ● Fifty (pg. 87 -‐ 88) ● Target 80 (pg. 89 -‐ 90)


UNIT 2: LINES, LINE SEGMENTS, AND QUADRILATERALS

Resources: Math Expressions Calendar Math

Estimated Timeframe: 8 days ● May want to combine with Math Expressions Unit 4 and Unit 8. If this occurs, double check “Remembering” pages before assigning to students.* ● Math Practices Skills for Success by Carson-‐Dellosa

Geometry: ● Name/identify/describe geometric shapes in two dimensions (circle, square, rectangle, triangle, pentagon, hexagon, octagon). Measurement and Estimation: ● Find the perimeter of a polygon given all sides or missing sides. ● Use or read a ruler to measure to the nearest ½ inch or cm.


Perimeter, Angles, and Area *If combining Math Expressions Units 2, 4, and 8, activities from Investigation 3 (pg. 100 -‐ 123) could be used.

● Perimeter Problems (lesson) (pg. 39 -‐ 41) ● Quick Images 2-‐D (pg. 54) ● Quick Images 2-‐D (pg. 75) ● Quick Images 2-‐D (pg. 117) ● Squares, Rectangles, and Other Quadrilaterals (lesson) (pg. 116 -‐ 122 skip LogoPaths)



UNIT 3: ADDITION AND SUBTRACTION WORD PROBLEMS

Resources: Math Expressions Investigations: Trading Stickers, Combining Coins (Games: Capture 5, Make a Dollar, Collect $2.00, Close to 100) PSSA Prep Book Use test generator to make a combined test from Unit 1 and 3 for subtraction Math Practices Skills for Success by Carson-‐Dellosa Nimble with Numbers by Dale Seymour Publications

Estimated Timeframe: 10 days ● May want to skip 3.6 to 3.9 until after PSSA testing (multi-‐digit unknown partner/unknown start, word problems, mixed word problems)

Algebra & Functions: ● Demonstrate the ability to use a variety of strategies to solve equations and inequalities. ● Find a missing number that makes a number sentence true (1-‐digit or 2-‐digit numbers up to 18 using +, -‐, x through 9 x 5). ● Choose the number sentence that matches a given story (one operation; + or -‐ only). (PSSA Prep book as multiple choice questions)

Computation & Estimation: ● Solve single-‐and double-‐digit addition and subtraction problems with and without regrouping in vertical and horizontal form. (Lessons 3.1 – 3.5) ● Solve triple-‐digit addition and subtraction problems without regrouping in vertical and horizontal form. (Lessons 3.6 – 3.9) Number, Number Systems, and Number Relationships: ● Demonstrate the inverse relationship between addition and subtraction using fact families and/or factors. ● Identify and use the symbols >, <, and =. Problem Solving and Communication: ● Choose from a variety of appropriate strategies to solve and check problems. ● Understand the meanings of operations, use operations and understand how they relate to each other. ● Choose and explain the mathematical vocabulary necessary to solve a problem through written and spoken language.


Trading Stickers, Combining Coins ● Capture 5 (pg. 60 -‐ 61) ● Close to 100 (pg. 102 -‐ 103) ● Close to 1,000 -‐ See a fourth grade teacher or your instructional coach) ● Collect $2.00 (pg. 66 -‐ 67)


● Make a $1.00 (pg. 118 -‐ 119) Collections and Travel Stories

● Go Collecting (pg. 41)


Nimble with Numbers ● Fifty (pg. 87 -‐ 88) ● Target 80 (pg. 89 -‐ 90) ● Making Sums I/II (pg. 93 -‐ 94) ● Estimating Sums (pg. 95) ● Diffy (pg. 99) ● 99 and Out (pg. 105) ● Target 20 (pg. 106 -‐ 108) ● Sorting Differences I/II (pg. 109 -‐ 110) ● Finding Pairs I/II (pg. 111 -‐ 112) ● Subtraction Arrays I/II (pg. 113 -‐ 114)


UNIT 4: FIGURES, ANGLES, AND TRIANGLES

Resources: Math Expressions Calendar Math Math Practices Skills for Success by Carson-‐Dellosa

Estimated Timeframe: 2 days ● (Skip Lesson 4.2 and 4.4 due to labeling angles) ● May want to combine with Math Expressions Unit 2 and Unit 8. If this occurs, double check “Remembering” pages before assigning to students. *

Geometry: ● Identify/draw one line of symmetry in a two-‐dimensional figure. ● Identify symmetrical two-‐dimensional shapes. ● Identify and describe attributes of 2-‐ shapes including vertices, faces, sides, etc. ● Name/identify/describe geometric shapes in two dimensions (circle, square, rectangle, triangle, pentagon, hexagon, octagon). Trigonometry: ● Locate and identify right angles in the environment. ● Locate and identify acute and obtuse angles.


Perimeter, Angles, and Area *If combining Math Expressions Units 2, 4, and 8, activities from Investigation 3 (pg. 100 -‐ 123) could be used.

● Session 3.1, 3.2 Triangles (pg. 104 -‐ 115 Skip LogoPaths) ● Session 3.4 Angles of Different Sizes (pg. 123 -‐ 137) ● Session 3.5 Working with Shapes and Angles (pg. 129 -‐ 132 Skip LogoPath)



UNIT 5: USE ADDITION AND SUBTRACTION

Resources: Math Expressions Investigations Collections and Travel Stories (Close to 100, Capture on the 300 Chart, Go Collecting, Collections Match, How Far from 100?) PSSA Prep Book Math Practices Skills for Success by Carson-‐Dellosa Nimble with Numbers by Dale Seymour Publications

Estimated Timeframe: 20 days ● May want to skip 5.14 (difficult multi-‐step word problems) ● 5.15 “Extension: Surveys” is the only lesson where students develop a survey question and gather data ● Skip 5.15 Activity 4 due to range and mode ● Skip 5.17 due to vocabulary: range and mode

Algebra & Functions: ● Identify/describe the rule for a pattern shown (pattern must show three repetitions -‐ if multiples are used, limit to two, three, or five). (Function Tables 5.8 Going Further) ● Find a missing number that makes a number sentence true (1-‐digit or 2-‐digit numbers up to 18 using +, -‐, x through 9 x 5). ● Identify the correct operation(s) to solve a word problem (no more than 2 operations using +, -‐, and/or x). ● Choose the number sentence that matches a given story (one operation; + or -‐ only). (PSSA Prep book as multiple choice questions) Calculus: ● Order a set of whole numbers from least to greatest or greatest to least up through 9,999 (limit sets to no more than 4 numbers). Computation & Estimation: ● Estimate sums and differences of quantities; round 2-‐digit numbers to the nearest ten, and 3-‐digit numbers to the nearest hundred; before computing (limit to 2 numbers). ● Solve addition and subtraction problems involving money or decimals through tenths. ● Solve single-‐and double-‐digit addition and subtraction problems with and without regrouping in vertical and horizontal form. ● Solve triple-‐digit addition and subtraction problems without regrouping in vertical and horizontal form. Demonstrate fluency in using the following U.S. Algorithms: ● 3-‐digit and 4-‐digit Addition & Subtraction with regrouping Geometry: ● Graph data or complete a graph given the data (with a grid provided). Number, Number Systems, and Number Relationships: ● Compare two whole numbers using greater than (>), less than (<), and equal to (=); up through 9,999.


● Count a collection of bills and coins less than $5.00 (penny, nickel, dime, quarter, dollar). Money may be represented as 15 cents, 15¢, or $0.15. ● Compare total values of combinations of coins less than $5 (penny, nickel, dime, quarter, dollar). ● Make change for an amount up to $5.00 with no more than $2.00 change (penny, nickel, dime, quarter, dollar). ● Identify and use the symbols >, <, and =. Probability and Predictions: ● Describe, interpret and/or answer questions based on data shown in tables, charts, and bar graphs *Also line plots and pictographs. ● Graph data or complete a graph given the data (with a grid provided). *use data from an experiment. Problem Solving and Communication: ● Choose from a variety of appropriate strategies to solve and check problems. ● Understand the meanings of operations, use operations and understand how they relate to each other. ● Choose and explain the mathematical vocabulary necessary to solve a problem through written and spoken language. Reasoning and Connections: ● Describe relationships between mathematical ideas using precise language of logic. Statistics & Data Analysis: ● Describe, interpret and/or answer questions based on data shown in tables, charts, and bar graphs. (tables only) ● Describe possible outcomes for events that can be predicted from data displayed in a graph, chart or line plot. ● Graph data or complete a graph given the data (with a grid provided). ● Translate information from one type of display to another (e.g., Convert tally chart to bar graph. Limit to tally charts, bar graphs, and tables). ● Analyze data shown on tables, charts, or bar graphs using the concepts of largest, smallest, most often, least often and middle. ● Develop and revise a survey question. ● Gather data using a survey question.


Collections and Travel Stories ● Close to 100 (pg. 44) ● Close to 1,000 -‐ See a fourth grade teacher or your instructional coach) ● Capture on the 300 Chart (pg. 81 -‐ 82) ● Go Collecting (pg. 41) ● Collections Match (pg. 95) ● How Far from 100? (pg. 123 -‐ 125)



Nimble with Numbers ● Diffy (pg. 99) ● 99 and Out (pg. 105) ● Target 20 (pg. 106 -‐ 108) ● Sorting Differences I/II (pg. 109 -‐ 110) ● Finding Pairs I/II (pg. 111 -‐ 112) ● Subtraction Arrays I/II (pg. 113 -‐ 114)


UNIT 6: PATTERNS

Resources: Math Expressions Calendar Math PSSA Practice Book Math Practices Skills for Success by Carson-‐Dellosa

Estimated Timeframe: 3 days ● Skip 6.1 due to flips and turns

Algebra & Functions: ● Identify/describe the rule for a pattern shown (pattern must show three repetitions -‐ if multiples are used, limit to two, three, or five). ● Extend or find a missing element in a pattern of numbers or shapes (pattern must show 3 repetitions -‐ if multiples are used, limit to 2, 3, or 5).


Stories, Tables, and Graphs ● Investigation 2 -‐ Cube Train Patterns -‐ page 54 -‐ 72 ● Investigation 3 -‐ Representing a Constant Rate of Change -‐ page 76 -‐ 111


● no Nimble with Numbers connections


UNIT 7: MULTIPLICATION AND DIVISION WITH 0-‐5, 9, AND 10

Resources: Math Expressions Investigations Equal Groups, Array Cards, Skip Counting Charts can be used to build the understanding of multiplication concepts. Math Practices Skills for Success by Carson-‐Dellosa Nimble with Numbers by Dale Seymour Publications

Estimated Timeframe: 16 days ● Unit 7 and 9 could be combined, since both focus on multiplication. ● Skip 7.3 pg. 483 -‐ 486 and Student pg. 212 due to Commutative Property ● Skip 7.12 to have time for the other units before PSSA ● 7.14 You may decide to skip Associative Property pg. 581-‐ 584 & Student pages 262 -‐ 264 & Homework and Remembering pg. 193 -‐194

Note: Demonstrate fluency in using the following U.S. Algorithms: ● 2-‐digit x 1-‐digit Multiplication with and without regrouping is not part of ME lessons. You will need to find additional resources to teach this concept. Practice pages are included in Math Practice Skills for Success by Carson-‐Dellosa.

Algebra & Functions: ● Use arrays, blocks, or other manipulatives to demonstrate an understanding of the commutative (7 + 3 = 3 + 7), or (9 x 4 = 4 x 9), associative [(2 + 4) + 2 + (4 + 6)], and identity properties (8 + 0) = 8 x 1 = 8) as related to whole number operations

● Demonstrate the ability to use a variety of strategies to solve equations and inequalities. ● Identify/describe the rule for a pattern shown (pattern must show three repetitions -‐ if multiples are used, limit to two, three, or five).

● Extend or find a missing element in a pattern of numbers or shapes (pattern must show 3 repetitions -‐ if multiples are used, limit to 2, 3, or 5).

● Find a missing number that makes a number sentence true (1-‐digit or 2-‐digit numbers up to 18 using +, -‐, x through 9 x 5).

● Identify the correct operation(s) to solve a word problem (no more than 2 operations using +, -‐, and/or x ● Create or match a story to a given combination of symbols (+, -‐, x, >, <, =) and numbers. Computation & Estimation: ● Use concrete models and examples to solve x and ÷ equations (arrays, cups, cubes, etc.). ● Solve problems involving multiplication through the nines tables through 9 x 5. (M3.A.3.1.2) ● Solve multiplication and division equations with products and dividends to 100. ● Solve problems involving multiplication facts through 9 x 5. Measurement and Estimation: ● Find the area of a rectangle by counting square units or multiplying side lengths. ● Using a grid, find the area of a rectangle and a square.


Number, Number Systems, and Number Relationships: ● Compare two whole numbers using greater than (>), less than (<), and equal to (=); up through 9,999. ● Identify and use the symbols >, <, and =. ● Identify the first five multiples of numbers through 10. ● Identify factors of numbers to 50. ● Use drawings and/or concrete objects to show the relationship between multiplication and division. Problem Solving and Communication: ● Choose from a variety of appropriate strategies to solve and check problems ● Understand the meanings of operations, use operations and understand how they relate to each other. ● Choose and explain the mathematical vocabulary necessary to solve a problem through written and spoken language.

Reasoning and Connections: ● Describe relationships between mathematical ideas using precise language of logic.

Supplemental Investigation Activities

Equal Groups ● Counting Around the Class (math talk) -‐ (pg. 35) -‐ Could be on-‐going throughout the unit ● Highlighting Multiples on 100 Charts (pg. 48 -‐ 58) ● Arranging Chairs (pg. 82 -‐ 85) ● Investigating Arrays (pg. 87 -‐ 90) ● Factor Pairs (pg. 99) ● Count and Compare (pg. 108) ● Missing Factors (pg. 129 -‐ 131)


Nimble with Numbers ● Factors Pathway (pg. 121-‐123) ● Four-‐in-‐a-‐Row (pg. 124 -‐ 125) ● Can You Make...? (pg. 132 -‐ 133) ● Cover Up (pg. 137 -‐ 138)


UNIT 8: AREA AND PERIMETER

Resources: Math Expressions

Estimated Timeframe: 2 -‐3 days ● Skip Lesson 8.3 due to formula for area and perimeter ● May want to combine with Unit 2 and Unit 4. If this occurs, double check “Remembering” pages before assigning to students.

● Math Practices Skills for Success by Carson-‐Dellosa

Measurement and Estimation: ● Find the perimeter of a polygon given all sides or missing sides. ● Find the area of a rectangle by counting square units or multiplying side lengths. ● Using a grid, find the area of a rectangle and a square.


Perimeter, Angles, and Area ● What Is Area? -‐ pg. 69 (discussion) ● The Perfect Up -‐ pg. 70 -‐ 73 ● Tetromino Puzzle -‐ pg. 76 (independent activity) ● How Big Is Your Foot? -‐ pg. 90 -‐ 91

*If combining Units 2, 4, and 8, activities from Investigation 1 (pg. 22 -‐ 54) could be used. (Skip LogoPath)

● Perimeter Problems (lesson) -‐ pg. 39 -‐ 41



UNIT 9: MULTIPLICATION AND DIVISION WITH 6, 7, AND 8 AND PROBLEM SOLVING

Resources: Math Expressions Investigations Equal Groups Array Cards, Skip Counting Charts can be used to build the understanding of multiplication concepts. Math Practices Skills for Success by Carson-‐Dellosa Nimble with Numbers by Dale Seymour Publications

Estimated Timeframe: 14 days ● Unit 7 and 9 could be combined, since both focus on multiplication. ● Skip 7.12 to have time for the other units before PSSA

Note: Demonstrate fluency in using the following U.S. Algorithms: ● 2-‐digit x 1-‐digit Multiplication with and without regrouping is not part of ME lessons. You will need to find additional resources to teach this concept. Practice pages are included in Math Practice Skills for Success by Carson-‐Dellosa

Algebra & Functions: ● Use arrays, blocks, or other manipulatives to demonstrate an understanding of the commutative (7 + 3 = 3 + 7), or (9 x 4 = 4 x 9), associative [(2 + 4) + 2 + (4 + 6)], and identity properties (8 + 0) = 8 x 1 = 8) as related to whole number operations

● Demonstrate the ability to use a variety of strategies to solve equations and inequalities. ● Identify/describe the rule for a pattern shown (pattern must show three repetitions -‐ if multiples are used, limit to two, three, or five).

● Extend or find a missing element in a pattern of numbers or shapes (pattern must show 3 repetitions -‐ if multiples are used, limit to 2, 3, or 5).

● Find a missing number that makes a number sentence true (1-‐digit or 2-‐digit numbers up to 18 using +, -‐, x through 9 x 5).

● Identify the correct operation(s) to solve a word problem (no more than 2 operations using +, -‐, and/or x). ● Create or match a story to a given combination of symbols (+, -‐, x, >, <, =) and numbers. Computation & Estimation: ● Use concrete models and examples to solve x and ÷ equations (arrays, cups, cubes, etc.). ● Solve problems involving multiplication through the nines tables through 9 x 5. (M3.A.3.1.2) ● Solve multiplication and division equations with products and dividends to 100. ● Solve problems involving multiplication facts through 9 x 5. Measurement and Estimation: ● Find the area of a rectangle by counting square units or multiplying side lengths. ● Using a grid, find the area of a rectangle and a square. Number, Number Systems, and Number Relationships: ● Compare two whole numbers using greater than (>), less than (<), and equal to (=); up through 9,999.


● Identify and use the symbols >, <, and =. ● Identify the first five multiples of numbers through 10 ● Identify factors of numbers to 50. ● Use drawings and/or concrete objects to show the relationship between multiplication and division. Problem Solving and Communication: ● Choose from a variety of appropriate strategies to solve and check problems ● Understand the meanings of operations, use operations and understand how they relate to each other. ● Choose and explain the mathematical vocabulary necessary to solve a problem through written and spoken language.

Reasoning and Connections: ● Describe relationships between mathematical ideas using precise language of logic.


Equal Groups ● Counting Around the Class (math talk) -‐ (pg. 35) -‐ Could be on-‐going throughout the unit ● Patterns and Relationships (math talk) -‐ used in conjunction with skip counting charts (pg. 64) ● Factor Pairs (pg. 99) ● Count and Compare (pg. 108) ● Missing Factors (pg. 129 -‐ 131)


Nimble with Numbers ● Cover Up (pg. 137 -‐ 138) ● Can You Make It? I&II (pg. 139-‐140) ● Possible Equations (pg. 141-‐142)


UNIT 10: TIME

Resources: Math Expressions Calendar Math

Estimated Timeframe: 5 days ● 10.3 focuses on naming angles using degrees (i.e., 90 degrees, 180 degrees, etc., not names of angles (i.e., right, obtuse, acute)

● Math Practices Skills for Success by Carson-‐Dellosa

Measurement and Estimation: ● Tell/show time (analog to the minute). ● Find elapsed time to increments of 5 minutes (limited to 2 adjacent hours). ● Identify times of the day and night as a.m. and p.m.


● none


● none in Nimble with Numbers


UNIT 11: EXPLORING FRACTIONS, DECIMALS, PROBABILITY, AND DIVISION WITH REMAINDERS

Resources: Math Expressions Investigations Unit Fair Shares Illuminations (NCTM Websites) Math Practices Skills for Success by Carson-‐Dellosa

Estimated Timeframe: 29 days ● 11.17 Probably skip activity 3 and 4 in this lesson because they seem too difficult for 3rd graders ● 11.19 Note: The next lessons pertain to division and remainders and you may want to take a day for two and review and assess fractions using the test generator and skip division with remainders depending on time and your students readiness.

● Need to teach students how to ● Identify and read decimals through hundredths as part of 11.17.

Algebra & Functions: ● Demonstrate the ability to use a variety of strategies to solve equations and inequalities. ● Identify the correct operation(s) to solve a word problem (no more than 2 operations using +, -‐, and/or x). Number, Number Systems, and Number Relationships: ● Create a drawing or set that represents a given fraction (numerators 1-‐9, denominators 2-‐10; no equivalent or improper fractions, or mixed numbers).

● Recognize equivalent fractions (e.g., halves/fourths and fourths/eighths). ● Write a fraction that corresponds to a drawing or a part of a set (numerators 1-‐9, denominators 2-‐10; no equivalent or improper fractions, or mixed numbers).

● Compare fractions with like denominators using greater than (>), less than (<), and equal to (=). Probability and Predictions: ● Determine the chance of an event occurring by doing multiple trials using dice, spinners, etc.). ● Demonstrate understanding of basic vocabulary of probability: outcome, possible, impossible, likely, unlikely.

● Predict/measure the likelihood of events. ● Write the likelihood of an event as a fraction. ● Compare predictions with actual outcomes based on data. Problem Solving and Communication: ● Describe relationships between mathematical ideas using precise language of logic.

Supplemental Investigations Resources

Finding Fair Shares ● Making Fair Shares (great introduction lesson) (pg. 24-‐28) ● Making Fraction Sets (pg. 29-‐34) ● Making Cookie Shares (pg. 60-‐65) ● The Fraction Cookie Game (pg. 69-‐73)


● Making Half-‐Yellow Designs (pg. 80-‐84)


● none in Nimble with Numbers


UNIT 12: THREE-‐DIMENSIONAL FIGURES

Resources: Math Expressions Calendar Math Math Practices Skills for Success by Carson-‐Dellosa

Estimated Timeframe: 5 days ● Discussions to describe faces, vertices, and sides should be included in this unit; “Math Talk” includes a little of this, but not much.

● Skip 12.2

Geometry: ● Name/identify/describe geometric shapes in two dimensions (circle, square, rectangle, triangle, pentagon, hexagon, octagon).

● Name/identify/describe geometric shapes in 3-‐dimensions (sphere, cube, cylinder, cone, pyramid, rectangular prism).

● Identify and describe attributes of 2-‐ and 3-‐D shapes including vertices, faces, sides, etc.


Solids and Boxes ● What’s My Shape? pg. 28 -‐ 31



UNIT 13: MEASUREMENT

Resources: Math Expressions Investigations Perimeter, Angles, and Area Math Practices Skills for Success by Carson-‐Dellosa PSSA Prep Book

Estimated Timeframe: 8 days ● Skip 13.3, 13.6, 13.7, 13.8 (No Eligible Content for these lessons)

Measurement and Estimation: ● Match the object with its approximate measurement. All measurements given must be of the same system (e.g., About how tall is a soda pop can? 5 inches, 5 feet, 5 yards).

● Select an appropriate unit for the attribute being measured. ● Estimate and measure objects to the nearest half-‐inch and centimeter. ● Use or read a ruler to measure to the nearest ½ inch or cm. ● Identify the relationship between inch, foot, yard. ● Find the perimeter of a polygon given all sides or missing sides. ● Estimate and measure liquid to the nearest half-‐gallon, gallon, and liter. ● Estimate and weigh objects to the nearest ounce and gram. ● Use a thermometer to measure temperature in Fahrenheit and Celsius. ● Compare and/or order objects according to length, area, and weight. (PSSA Prep book)


Perimeter, Angles, and Area ● Investigation 1 -‐ Linear Measurement -‐ pages 22 -‐ 55



UNIT 14: DIRECTIONS AND LOCATIONS

Resources: Math Expressions

Estimated Timeframe: 3 days ● 4th Grade Geometry Standard: Match or plot the ordered pair with the appropriate point ● Math Practices Skills for Success by Carson-‐Dellosa

Statistics & Data Analysis: ● Graph data or complete a graph given the data (with a grid provided).


Surveys and Line Plots ● Representing and Describing Categorical Data ● Representing and Describing Numerical Data


Illuminations Rescue Mission Game http://illuminations.nctm.org/LessonDetail.aspx?ID=L296

MATH%EXPRESSIONS% GRADE%3%–%SCOPEAND%SEQUENCE€¦ · MATH%EXPRESSIONS%! GRADE%3%–%SCOPEAND%SEQUENCE! % % UNIT%2:%LINES,%LINE%SEGMENTS,%AND%QUADRILATERALS%! Resources:! Math%Expressions!

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