Curriculum Connections

Students will be introduced to the concept of addition and will develop an understanding of addition as "put together" and "add to." Students will learn to write an equation using the plus and equal signs to join groups together. They will use objects and drawings to help solve addition problems, including word problems. Students will be working towards building fluency and automaticity with addition facts to 5. Modeling using a Part-Part Whole Mat or Number Bonds is extremely helpful to allow students to visually see the parts and the whole.

Students will be introduced to the concept of subtraction and will begin to develop an understanding of subtraction as "taking apart" (sometimes referred to as separate) and "take from" (or take away). It is important to note subtraction is generally considered a more difficult skill for young children because the concept of "taking away" goes against the brain's natural tendency to count upwards. With this in mind, students should be offered even more hands on experiences to explore with subtraction situations as they begin this topic. Modeling using a Part-Part Whole Mat or Number Bonds will once again be helpful in solidifying student's understandings.

**This topic will be finished in February.**

Students will apply their knowledge of addition and subtraction to determine how many apple slices are in the bowl.

Students will work on counting to 120 by tens and ones, starting at any number less than 120. Students will understand that numbers tell how many and are composed of tens and ones. They will also understand counting and place value patterns using a hundred chart and open number line. Students will learn that decade numbers are built on groups of ten and that skip counting can be used to find the total number of objects in a group. These understandings about counting and number patterns will help students be able to work with two-digit numbers in later place value units.

Students will work to solidify their understanding that numbers greater than 10 are composed of tens and ones. They will understand that a "ten" is a single entity composed of 10 ones. Students will learn that two-digit numbers can be represented as the sum of all the tens and ones used to compose that number. They will also learn that two-digit numbers can be composed in more than one way (i.e. 25 can be 2 tens and 5 ones or 1 ten and 15 ones or 25 ones). Students should be representing numbers with manipulatives and drawings to show their understanding of place value and how numbers are composed and decomposed.

**This topic will be finished in February.**

Students will use their understanding of numbers, patterns, and skip counting to determine how many pages are in the big selfie.

In the first part of this topic, students will be working with money. It is important to start the unit reviewing names of coins (including a half-dollar and dollar coin) and their values. Students need to be able to identify both the front and back of coins to complete the problems in this topic. They should be able to count sets of coins with values up to $1, as well as show various combination of coins to equal a given amount. Students will also find the value of a given set of money by counting dollars and coins. Finally, students will solve problems using money.

In the second part of this topic, students will be working with time. It would be helpful to review parts of an analog clock (minute and hour hands, hour track, and minute track). Students will tell and write time using digital and analog clocks to the 5 minute mark. They need to be able to use a.m. and p.m. and make sense of whether events happen in the a.m. or p.m. Students will also tell time before and after the hour using quarter past, half past, and quarter to.

Students will extend their understanding of place value to 1,000. They will solidify their understanding that three-digit numbers are composed of hundreds, tens, and ones. Students will learn that numbers can be written in standard, word, and expanded forms. They will also learn and understand that the value of a digit is determined by its place value. Students will also compose numbers in different ways. Modeling using place value blocks and Place Value Charts helps students be able to more accurately read and write three-digit numbers.

**This unit will be finished in February.**

Students will apply their knowledge of place value (hundreds, tens, and ones) to find the total number of coins in the jar.

What are the strategies for adding and subtracting whole numbers? In this 11-day topic, students use strategies based on place value and properties of operations to add and subtract within 1,000. Students learn the strategies of partial sums and partial differences as well as regrouping. Students also learn strategies for adding three or more numbers.

Has the third grade reached its goal? Students add up six weeks' totals of fundraising to determine if the third grade has met its goal. As always, there is student work to analyze for both answer and method.

Note: 3-ACT Math is only in the odd-numbered topics.

What strategies can be used for multiplying by multiples of 10? In this eight-day topic, students will use patterns, mental math, and properties to multiply numbers by multiples of 10.

What are some ways to name the same part of a whole? How can you compare fractions with unlike numerators and denominators? In this nine-day topic, students will use area models and number lines to look at equivalent fractions. They will then generate equivalent fractions using multiplication and division and then learn to use benchmarks to compare fractions with different numerators and different denominators.

Is there more green liquid or more orange liquid? Students need to add two measures of orange liquid in eighths and two measures of green liquid in tenths and then compare the sums to answer the question. As always, there is student work to analyze for both answer and method.

Note: 3-ACT math is only in the odd-numbered topics

How do you add and subtract fractions and mixed numbers with like denominators? How can fractions be added and subtracted on a number line? In this 13-day topic, students model, decompose, and add fractions with like denominators. Then they model and subtract fractions with like denominators. Finally, they model then add and subtract mixed numbers.

How are fractions related to division? How can you divide with whole numbers and unit fractions? In this 12-day topic, students start by understanding the division problem inherent in a fraction. Then they learn to divide whole numbers by unit fractions and unit fractions by non-zero whole numbers.

Does he have enough to make 35 cups of slime? Students need to analyze a recipe and the amounts of the ingredients available to determine the answer to the question. As always, there is student work to analyze for both answer and method.

Note: 3-ACT math is only in the odd-numbered topics.

How can line plots be used to represent data and answer questions? In this eight-day topic, students represent and interpret data on a line plot with an emphasis on data involving fractions. Students then apply their understanding of line plots and operations with fractions to solve problems.