Mathematics - Orange County Public Schools

Mathematics

Curriculum, Instruction, Assessment
(CIA Blueprint)

Grade: Third Grade Instructional Timeframe: Second 9 weeks Suggested Length: 7-9 days

Major Content Idea: Big Idea 1: Develop understanding of multiplication and division and strategies for basic multiplication facts and related division facts.

Standards/Benchmarks

MA.3.A.1.1 Model multiplication and division including problems presented in context: repeated addition, multiplicative comparison, array, how many
combinations, measurement and partitioning.
MA.3.A.1.2 Solve multiplication and division fact problems by using strategies that result from applying number strategies.
MA.3.A.4.1 Create, analyze, and represent patterns and relationships using words, variable, tables and graphs.
MA.3.A.6.1 Represent, compute, estimate and solve problems using numbers through hundred thousands.
MA.3.A.6.2 Solve non-routine problems by making a table, chart or list and searching for patterns.

Deconstructed Standards and/or Item Specifications

Click Here for Deconstructed Standards
p. 2-6; 17-18; 23-25

Click Here for Test Item Specifications
p. 49-51; 64-65; 72-75

Essential Questions EQ covers the entire unit, not an individual lesson Vocabulary

• How can I use what I know about repeated addition and equal groups to solve multiplication addend, array, factor, multiply, multiples, Identity
problems? Property of Multiplication, Zero Property of
Multiplication, product, Distributive Property,
• Why is it important for me to know how to use the number properties when solving multiplication Associative Property of Multiplication, equal, unequal,
and division problems? procedural step

• When solving a multiplication problem how can you justify the reasonableness of your solution?

Third Grade Mathematics – Second Quarter – OCPS 2011 Page 1 of 26

21st-Century Skills to Increase Rigor Suggested Learning Experiences for the 21st Century Cross-Curricular Connections – Snapshot
Classroom Science- FL Math Project, enVision TE, p. 137
• Critical Thinking and Problem Solving
• Collaboration and Leadership Utilize FL Math Project to create a class multiplication Art-students arrange stickers in arrays to solve
• Agility and Adaptability word problem book related to the researched information. multiplication problems.
• Initiative and Entrepreneurialism
• Effective Oral and Written (Accessing and Analyzing Information; Effective Oral and Music- use CDS to practice multiplication facts.
Written Communication)
Communication
• Accessing and Analyzing Information
• Curiosity and Imagination

Misconceptions Formative Assessments

The student may believe that … • Benchmark Mini-assessments
• www.florida-achieves.com
• breaking apart an array changes the total number of items in the
array. o Login using FCAT Explored user name and password
• Florida Formative Assessment (Click “Formative Assessment Task” tab for
• the word problem or picture for 3 x 2 is the same as the word
problem or picture for 2 x 3. While the solution is the same, 3 x 2 directions.)
is three groups of two, while 2 x 3 is two groups of three. o Watermelon Math 3 (combinations)

• it is not necessary to have equal groups in an array. This is a lack http://www.floridastandards.org/Resources/PublicPreviewResource13314.aspx
of understanding of equal groups and repeated addition. o Calculating Crayons

• multiplying by multiples of 10 is just a matter of adding zeroes to http://www.floridastandards.org/Resources/PublicPreviewResource13270.aspx
the number. • Learning Logs

• it is not important to find the answer to a first question(explicit or o Describe the pattern when you multiply by 10.
implicit) before solving for the final question in word problems. • Exit Slips

Teaching Resources o Solve “Problem of the Day”, Lessons 6-5 and 7-8, enVision p. 130A; p. 154A
Primary Instructional Resource: enVision Math-Scott Foresman
Teacher’s Edition, Topic 6 & 7

Secondary Resources: Page 2 of 26
• AIMS: Marvelous Multiplication and Dazzling Division

Third Grade Mathematics – Second Quarter – OCPS 2011

o “Stacking the Facts” Page 3 of 26
• AIMS: Vol. 19, No. 6

o “Amazing Multiplication Arrays”
• AIMS: Solve It! 2nd: Problem-Solving Strategies

o “Equation Creation”
• AIMS: Solve It! 3rd: Problem-Solving Strategies

o “Celebrating Combinations”
• Pizza, Pizza! Pizza-Topping Combinations (Click the Illuminations link at the top of the page to access lesson details.)

http://www.floridastandards.org/Resources/PublicPreviewResource1070.aspx?RadUrid=3232c8ae-38e3-44bf-8a1d-6226bb506f4e

Websites:
www.pearsonsuccessnet.com (Online access for all grade level enVision contents)
www.mypearsontraining.com (Professional Development)
www.floridastandards.org

o Click on standards information system, go to browse for benchmarks and select math from the dropdown menu
www.illuminations.nctm.org
www.mathplayground.com
www.mathwire.com
http://www.gamequarium.org/dir/SqoolTube_Videos/Math/ (math videos)
http://www.etacuisenaire.com/resources/lessons/lessons.jsp

Free Resources:
• enVision

o visual animations
o “E-tools” On-line Manipulatives accessible by teachers and students at www.pearsonsuccessnet.com
o Teaching Tools, enVision Math. Available in “Teaching Tool Masters” or on-line at www.pearsonsuccessnet.com
o Center Activity Games, enVision Math Program
o Math Diagnosis and Intervention System
http://www.floridastandards.org/Resources/PublicPreviewResource1062.aspx?RadUrid=b74280cb-44c2-42ce-885a-7b533d754237

Literature Connections:
WorldScapes: Surviving the Odds, pp. 12-13 (enVision kit)
WorldScapes: Below Zero, pp. 4-5 (enVision kit)
Grandpa’s Quilt by Franco
Erick the Math Bear by Glicksman

Third Grade Mathematics – Second Quarter – OCPS 2011

Amanda Bean’s Amazing Dream by Neuschwander
Bats on Parade by Appelt
Sea Squares by J. Hulme
Hershey’s Milk Chocolate Multiplication Book by Pallotta
How Many Ants by Brimner
The Best of Times by Greg Tang

Suggested Instructional Strategies ELL Strategies

This site contains 1271 instructional strategies • Provide a print-rich environment to include labels, word walls and visual cueing
http://www.beesburg.com/edtools/glossary.html • Model and ask students to predict and solve story problems
• Allow additional wait time
How am I going to teach it? • Provide opportunities for students to assist students with comprehension by

• Elaborate new information by using different manipulatives to working with less proficient peers
illustrate multiplication world problems.
ESE Strategies
• Record and represent knowledge by creating and illustrating a Below Level
multiplication word problem. • Vocabulary: equate multiple with product; create visuals for factors, products and

• Practice skills, strategies, and processes by repeatedly exposing multiples.
students to all different types of multiplication problems (repeated • Use hundreds chart or multiplication chart to show patterns of multiples.
addition, multiplicative comparison, array, and combinations). • Allow student support with charts as long as needed.
• Provide modeling and guided practice for combination multiplication problems.
• Use physical movement by grouping students to illustrate • Break apart concrete arrays of unknown multiplication facts into known
multiplication.
components. For example, 8 x 4 can be broken down into 4 x 4 plus 4 x 4.
• Maintain a lively place by incorporating music to practice
multiplication facts. Page 4 of 26

• Examine student errors in reasoning by using learning logs,
reflection journals, and white boards so students can write down
the strategies they used when solving multiplication word
problems.

• Use academic games to practice multiplication facts.
http://www.multiplication.com/interactive_games.htm
http://mathwire.com/games/multdivgames.html

• Identify critical information in word problems by using the same
strategies that are used for reading to find main idea and
supporting details. In word problems, the question being asked is

Third Grade Mathematics – Second Quarter – OCPS 2011

the main idea and the information needed to solve the problem is Enrichment

the supporting details. • Students proficient with the concept of multiplication can find all of the possible

• Record and represent knowledge by organizing the information arrays for larger numbers and write the multiplication sentences for each.

from a word problem into a Flow Map, Tree Map, or Brace Map. • Students proficient with the concept of multiplication can create arrays to find the

• Understand students’ interests and background by incorporating solution to 2-digit by 1-digit multiplication problems.

students’ names and interests into problems that are created by • ETA Cuisenaire Super Source: Cuisenaire Rods Grades 3-4, game “Rodtangles”

the teacher to practice problem solving skills.

• Demonstrate value and respect for low expectancy students by

partnering students for various mathematical tasks.

Common Core Standards Correlation Full Implementation in Grade 3 2014-2015.

Operations and Algebraic Thinking

Represent and solve problems involving multiplication and division

Solve problems involving the four operations, and identify and explain patterns in arithmetic

Third Grade Mathematics – Second Quarter – OCPS 2011 Page 5 of 26

Mathematics

Curriculum, Instruction, Assessment
(CIA Blueprint)

Grade: Third Grade Instructional Timeframe: Second 9 weeks Suggested Length: 7-9 days

Major Content Idea Big Idea 1: Develop understanding of multiplication and division and strategies for basic multiplication facts and related division facts.

Standards/Benchmarks

MA.3.A.1.1 Model multiplication and division including problems presented in context: repeated addition, multiplicative comparison, array, how many
combinations, measurement and partitioning.
MA.3.A.1.3 Identify, apply and describe division and multiplication as inverse operations.
MA.3.A.6.1 Represent, compute, estimate and solve problems using numbers through hundred thousands.

Deconstructed Standards and/or Item Specifications

Click Here for Deconstructed Standards
p. 2-7, 23-25

Click Here for Test Item Specifications
p. 49-51, 72-75

Essential Questions EQ covers the entire unit, not an individual lesson Vocabulary

• How can I use what I know about multiplication facts to solve division problems? array, difference, factor, product, division, fact family, dividend,
• When solving a division problem, how can you justify the reasonableness of your divisor, quotient

solution?
• How can we use division in real life?

Third Grade Mathematics – Second Quarter – OCPS 2011 Page 6 of 26

21st-Century Skills to Increase Rigor Suggested Learning Experiences for the Cross-Curricular Connections - Snapshot
21st Century Classroom
• Critical Thinking and Problem Solving Writing & Art- after reading The Doorbell Rang by Hutchins, students
• Collaboration and Leadership After reading The Doorbell Rang by work in collaborative groups to recreate/create their own version of
• Agility and Adaptability Hutchins, students work in collaborative the book.
• Initiative and Entrepreneurialism groups to recreate/create their own http://www.floridastandards.org/Resources/PublicPreviewResource10
• Effective Oral and Written version of the book. 67.aspx?RadUrid=caf59f20-1f09-489d-9144-853c745ba16f
(Collaboration and Leadership; Oral and
Communication Written and Communication) Art- create mosaics based on square numbers and show how the
• Accessing and Analyzing Information mosaics can be used to show the inverse operations of multiplication
• Curiosity and Imagination and division.

Misconceptions Formative Assessments
The student may believe that …
• 4 ÷ 12 =3 is a correct division sentence. Students should start with • Benchmark Mini-assessments
• www.florida-achieves.com
the largest quantity and then divide it into groups.
• it is not necessary to have equal groups when dividing objects. o Login using FCAT Explored user name and password

Teaching Resources • Florida Formative Assessment (Click “Formative Assessment Task” tab for
Primary Instructional Resource: Envision Math-Scott Foresman directions.)
Third Grade Mathematics – Second Quarter – OCPS 2011
o Watermelon Math 2

http://www.floridastandards.org/Resources/PublicPreviewResource13312.
aspx
• Learning Logs

o Solve “Problem of the Day,” Lesson 8-2, enVision p. 166A

• Daily Observations

o Observe students separating manipulatives into equal groups when solving

division problems.

Page 7 of 26

Teacher’s Edition, Topic 8 Page 8 of 26

Secondary Resources:
• AIMS: Solve It! 3rd: Problem Solving Strategies (write a number sentence; draw a picture)

o “It All Adds Up”
o “That’s Sum Name!”
o “What is the One?”
o “Schmoos ‘n’ Goos”
o “Sawing Logs”
o “Picturing Clues”
o “the Lily Pad Hop”

• AIMS: Marvelous Multiplication and Dazzling Division

o “Boxing Bags”
o “Camp Fair Shares”

Websites:
www.pearsonsuccessnet.com (Online access for all grade level enVision contents)
www.mypearsontraining.com (Professional Development)
www.floridastandards.org
• Click on standards information system, go to browse for benchmarks and select math from the dropdown menu
www.illuminations.nctm.org
www.mathplayground.com
www.mathwire.com
www.teachertube.com
www.beaconlearningcenter.com
www.teachersdomain.com
www.math-play.com
www.mathmastery.com
www.funbrain.com
http://www.mathgametime.com/math-videos (math videos)
http://www.etacuisenaire.com/resources/lessons/lessons.jsp

Free Resources:
• enVision

o Visual animations

Third Grade Mathematics – Second Quarter – OCPS 2011

o “E-tools” On-line Manipulatives accessible by teachers and students at www.pearsonsuccessnet.com
o Teaching Tools, enVision Math. Available in “Teaching Tool Masters” or on-line at www.pearsonsuccessnet.com
o Center Activity Games, enVision Math Program
o Math Diagnosis and Intervention System

Literature Connections:
WorldScapes: Surviving the Odds, p. 10-11 (enVision kit)
The Doorbell Rang by Hutchins
Divide and Ride by Murphy
Everybody Wins! By Bruce
One Hungry Cat by Rocklin

Suggested Instructional Strategies ELL Strategies

This site contains 1271 instructional strategies • Provide a print-rich environment to include labels, word walls and visual cueing
http://www.beesburg.com/edtools/glossary.html • Pair student with a more English proficient peer
• Introduce vocabulary and concepts through graphic organizers such as; KWL charts,
How am I going to teach it?
• Maintain a lively place by introducing the topic of division using a webs, story maps, picture prompts
• Use small group discussions to review presented materials
book or video. (choose a book from the literature connections or
secondary resources)
• Use physical movement by using students as manipulatives to
illustrate division as separating into equal groups.
• Examine student errors in reasoning by using learning logs,
reflection journals, and white boards so students can write down
the strategies they used when solving division word problems.
• Use academic games to practice division strategies.

Third Grade Mathematics – Second Quarter – OCPS 2011 Page 9 of 26

http://mathwire.com/games/multdivgames.html ESE Strategies

• Understand students’ interests and backgrounds by incorporating Below Level
division word problems having to do with students in your class. • Extended time and guided practice with manipulatives.
• Direct connection between concrete, pictorial and abstract. For example, after
• Practice skills, strategies, and processes by exposing students to
solve all different types of division problems (measurement and creating a concrete representation, have the student draw a picture of the
partitioning) representation and then write the numbers that are represented.
• Emphasize the need for equal groups and the strategy of repeated subtraction.
• Elaborate new information by using lots of manipulatives to • Provide guided practice writing various types of division problems in order for
illustrate division world problems. students to be able to identify the operation of a problem as division.
• Create visuals for vocabulary: dividend, divisor, and quotient.
• Record and represent knowledge by creating and illustrating a • Emphasize the correct way to write a division sentence. For example, students may
division word problem. write 4 ÷ 3 =12 rather than 12 ÷ 4 =3.
• Use multiplication chart to find the solution to division problems and to make
• Identify critical information in word problems by using the same connections to inverse operations.
strategies that are used for reading to find main idea and
supporting details. In word problems, the question being asked is Enrichment
the main idea and the information needed to solve the problem • Students proficient with the concept of division can find all of the possible arrays
are the supporting details.
for larger numbers and write the division sentence for each.
• Record and represent knowledge by organizing the information • Write real world division problems and justify why it is a division problem.
from a word problem into a Flow Map, Tree Map, or Brace Map.

• Understand students’ interests and background by incorporating
students’ names and interests into problems that are created by
the teacher to practice problem solving skills.

• Demonstrate value and respect for low expectancy students by
partnering students for various mathematical tasks.

Common Core Standards Correlation Full Implementation Grade 3 in 2014-2015.
Operations and Algebraic Thinking
Represent and solve problems involving multiplication and division
Solve problems involving the four operations, and identify and explain patterns in arithmetic

Third Grade Mathematics – Second Quarter – OCPS 2011 Page 10 of 26

Mathematics

Curriculum, Instruction, Assessment
(CIA Blueprint)

Grade: Third Grade Instructional Timeframe: Second 9 weeks Suggested Length: 4-5 days

Major Content Idea Big Idea 1: Develop understanding of multiplication and division and strategies for basic multiplication facts and related division facts.

Standards/Benchmarks

MA.3.A.1.1 Model multiplication and division including problems presented in context: repeated addition, multiplicative comparison, array, how many
combinations, measurement and partitioning.
MA.3.A.1.3 Identify, apply and describe division and multiplication as inverse operations.
MA.3.A.6.1 Represent, compute, estimate and solve problems using numbers through hundred thousands.

Deconstructed Standards and/or Item Specifications

Click Here for Deconstructed Standards
p. 2-7, 23-25

Click Here for Test Item Specifications
p. 49-51, 72-75

Essential Questions EQ covers the entire unit, not an individual lesson Vocabulary

• How do we use division in real life? addends, difference, factors, product, fact family,
• Why are estimation skills helpful when solving division problems? divisible, partitive division, successive subtraction
• When solving a division problem, how can you justify the reasonableness of your solution?

Third Grade Mathematics – Second Quarter – OCPS 2011 Page 11 of 26

21st-Century Skills to Increase Rigor Suggested Learning Experiences for the 21st Century Cross-Curricular Connections - Snapshot
Classroom
• Critical Thinking and Problem Solving Reading and Writing- read One Hundred Hungry Ants
• Collaboration and Leadership Students will construct a class floor plan drawing the and write a persuasive essay justifying which
• Agility and Adaptability possible grouping arrangements for 24 students. They will arrangement of ants they think is the best and why.
• Initiative and Entrepreneurialism select the best arrangement and write a persuasive essay
• Effective Oral and Written justifying the reasons. The class will participate in friendly
controversy discussing which class arrangement works
Communication the best.
• Accessing and Analyzing Information
• Curiosity and Imagination (Critical Thinking and Problem Solving; Agility and
Adaptability; Effective Oral and Written Communication)

Misconceptions Formative Assessments

The student may believe that … • Benchmark Mini-assessments

• 4 ÷ 12 =3 is a correct division sentence. Students should start with • www.florida-achieves.com
• the largest quantity and then divide it into groups. • o Login using FCAT Explorer user name and password

it is not necessary to have equal groups when dividing objects. FL Formative Assessments (Click “Formative Assessment Task” tab for directions.)
o Multiply and Divide in Context

http://www.floridastandards.org/Resources/PublicPreviewResource12750.aspx

o Kendall's Piggy Bank (click on formative assessment task tab)
http://www.floridastandards.org/Resources/PublicPreviewResource13277.aspx

• Learning Logs
o Complete a triangle fact family template.

http://mathwire.com/templates/trianglecardstemplate.pdf

• Exit Slips

o Solve “Problem of the Day, Lesson 9-7,” enVision, p. 196A

Teaching Resources Page 12 of 26
Primary Instructional Resource: Envision Math-Scott Foresman
Teacher’s Edition, Topic 9

Secondary Resources:
• AIMS: Marvelous Multiplication and Dazzling Division

o “Boxing Bags”

Third Grade Mathematics – Second Quarter – OCPS 2011

o “Camping Fair Shares” Page 13 of 26
o “Clearing the Table”
• AIMS: Solve It! 3rd Grade Problem Solving Strategies (write a number sentence; draw a picture)
o “That’s Sum Name!”
o “What is the One?”
o “Schmoos ‘n’ Goos”
o “Picturing Clues”
• AIMS: Vol. 19, No. 6,
o “Amazing Multiplication Arrays”
Websites:
www.pearsonsuccessnet.com (Online access for all grade level enVision contents)
www.mypearsontraining.com (Professional Development)
www.floridastandards.org
o Click on standards information system, go to browse for benchmarks and select math from the dropdown menu
www.illuminations.nctm.org
www.mathplayground.com
www.mathwire.com
www.teachertube.com
www.beaconlearningcenter.com
www.teachersdomain.com
www.math-play.com
www.mathmastery.com
www.funbrain.com
http://www.gamequarium.org/dir/SqoolTube_Videos/Math/ (math videos)
www.mathgametime.com/math-videos
http://www.etacuisenaire.com/resources/lessons/lessons.jsp

Free Resources:
• enVision

o visual animations
o “E-tools” On-line Manipulatives accessible by teachers and students at www.pearsonsuccessnet.com
o Teaching Tools, enVision Math. Available in “Teaching Tool Masters” or on-line at www.pearsonsuccessnet.com
o Center Activity Games, enVision Math Program
o Math Diagnosis and Intervention System

Third Grade Mathematics – Second Quarter – OCPS 2011

Literature Connections:
WorldScapes: Surviving the Odds, pp. 14-15 (enVision kit)
A Remainder of One by Pinczes
One Hundred Hungry Ants by Pinczes
How Many Ways Can You Cut a Pie by Moncure
Safari Park by S. Murphy

Suggested Instructional Strategies ELL Strategies
http://www.beesburg.com/edtools/glossary.html
• Provide a print-rich environment to include labels, word walls and visual cueing
How am I going to teach it? • Use a variety of visuals, real objects, physical movements, gestures and verbal

• Use homework for students to practice division facts. cues to support and expand student’s language acquisition process
• Use academic games to practice multiplication and division facts. • Pair a student with a more English proficient peer
• Record and represent knowledge in Circle maps for fact families. • Use role playing activities
• Identify critical information in word problems by selective
ESE Strategies
underlining and the use of graphic organizers.
• Identify critical information in word problems by using the same Below Level
• Use multiplication chart to find the solution to division problems and to make
strategies that are used for reading to find main idea and
supporting details. In word problems, the question being asked is connections to inverse operations.
the main idea and the information needed to solve the problem are • Allow student support with charts as long as needed.
the supporting details. • Create visuals for vocabulary: dividend, divisor, quotient.
• Record and represent knowledge by organizing the information • Provide guided practice writing various types of division problems in order for
from a word problem into a Flow Map, Tree Map, or Brace Map.
• Understand students’ interests and background by incorporating students to be able to identify the operation of a problem as division.
students’ names and interests into problems that are created by
the teacher to practice problem solving skills. Enrichment
• Demonstrate value and respect for low expectancy students by • Using what students know about division, they can create and justify divisibility
partnering students for various mathematical tasks.
rules.

Third Grade Mathematics – Second Quarter – OCPS 2011 Page 14 of 26

Mathematics

Curriculum, Instruction, Assessment
(CIA Blueprint)

Grade: Third Grade Instructional Timeframe: Second 9 weeks Suggested Length: 8-10 days

Major Content Idea Extend understanding of patterns and their use in problem solving.

Standards/Benchmarks

MA.3.A.4.1 Create, analyze, and represent patterns and relationships using words, variables, tables, and graphs.
MA.3.A.6.2 Solve non-routine problems by making a table, chart, or list and searching for patterns.
MA.3.A.6.1 Represent, compute, estimate, and solve problems using numbers through hundred thousands.

Deconstructed Standards and/or Item Specifications

Click Here for Deconstructed Standards
p. 17, 23

Click Here for Test Item Specifications Vocabulary
p. 64, 74, 72

Essential Questions EQ covers the entire unit, not an individual lesson

• Where do we see patterns in the real world? compare, divide, multiply, regroup, repeating pattern, numerical
• What can patterns reveal? expression
• What decisions can be made by patterns that we see every day?
Cross-Curricular Connections - Snapshot
21st-Century Skills to Increase Rigor Suggested Learning Experiences for the 21st Science- FL Math Project, EnVision, TE p. 205
Century Classroom
• Critical Thinking and Problem Solving Science- look for patterns in nature (petals on a flower, Fibonacci
• Collaboration and Leadership Students will utilize the FL Math Project to create sequences, etc) and represent the patterns on a bulletin board.
• Agility and Adaptability function tables using researched information on
• Initiative and Entrepreneurialism Florida animals. Students construct a function
• Effective Oral and Written table for the speed of the animal per hour as well
as the distance traveled in an hour. The students
Communication are to include the rule of the function table either
in word form or as an algebraic expression.

Third Grade Mathematics – Second Quarter – OCPS 2011 Page 15 of 26

• Accessing and Analyzing Information (Accessing and Analyzing Information; Effective
Oral and Written Communication; Critical
• Curiosity and Imagination

Thinking and Problem Solving)

Misconceptions Formative Assessments

The student may believe that … • Benchmark Mini-assessments
• www.florida-achieves.com
• that an extended pattern is a growing pattern.
• patterns always have to start with a zero or at the o Login using FCAT Explorer user name and password
• FL Formative Assessment (Click the “Formative Assessment Task” tab for directions.)
number/symbol you are counting by.
• all patterns are 1-1 or ABAB. o Pattern Math
• the same rule applies when solving for input or output in a http://www.floridastandards.org/Resources/PublicPreviewResource13315.aspx

function box. o Decreasing Lunch Account
http://www.floridastandards.org/Resources/PublicPreviewResource13075.aspx

o Movie Rental Pattern
http://www.floridastandards.org/Resources/PublicPreviewResource13074.aspx

• Learning Logs
o Students complete a function table template.
http://mathwire.com/templates/functionmachine.pdf

• Exit Slips
o Solve “Problem of the Day, Lesson 10-3,” enVision, p. 212A

Teaching Resources Page 16 of 26
Primary Instructional Resource: Envision Math- Scott Foresman
Teacher’s Edition, Topic 10 (skip 10-6 and 10-7 as they are not part of 3rd grade benchmarks)

Secondary Resources:
• AIMS: Solve It! 3rd: Problem-Solving Strategies (use reasoning/logical thinking)

o “Apple Arrays”
o “Clue Me In”
• Perfect Patterns (Click the nasa.gov link at the top of the page to access lesson details.)
http://www.floridastandards.org/Resources/PublicPreviewResource1578.aspx

Third Grade Mathematics – Second Quarter – OCPS 2011

• Mix It Up - Algebraic Thinking Math Project
http://www.floridastandards.org/Resources/PublicPreviewResource1694.aspx (Click the pbs.org link at the top of the page to access lesson details.)

• Creating, Describing, and Analyzing Patterns (Click the Illuminations link at the top of the page to access lesson details.)
http://www.floridastandards.org/Resources/PublicPreviewResource267.aspx

Websites:
www.pearsonsuccessnet.com (Online access for all grade level enVision contents)
www.mypearsontraining.com (Professional Development)
www.floridastandards.org
o Click on standards information system, go to browse for benchmarks and select math from the dropdown menu
www.illuminations.nctm.org
www.math-play.com
www.mathmastery.com
www.funbrain.com
http://www.gamequarium.org/dir/SqoolTube_Videos/Math/ (math videos)
www.mathgametime.com/math-videos
http://www.etacuisenaire.com/resources/lessons/lessons.jsp

Free Resources:
• enVision

o visual animations
o “E-tools” On-line Manipulatives accessible by teachers and students at www.pearsonsuccessnet.com
o Teaching Tools, enVision Math. Available in “Teaching Tool Masters” or on-line at www.pearsonsuccessnet.com
o Center Activity Games, enVision Math Program
o Math Diagnosis and Intervention System
Literature Connections:
WorldScapes: Perfect Patterns, pp. 8-9 (enVision kit)
Caps for Sale by Slobodkina
Counting Our Way to the 100th Day by Franco
Why Mosquitoes Buzz in People’s Ears by Aardema

Third Grade Mathematics – Second Quarter – OCPS 2011 Page 17 of 26

Suggested Instructional Strategies ELL Strategies

http://www.beesburg.com/edtools/glossary.html

How am I going to teach it? • Provide a print-rich environment to include labels, word walls and visual cueing
• Use a variety of visuals, real objects, physical movements, gestures and verbal

• Identify critical information in word problems by selective cues to support and expand student’s language acquisition process
underlining and the use of graphic organizers. • Avoid forcing the student to speak prematurely – allow time for silent period
• Model and ask students to analyze charts, graphs and tables
• Record and represent knowledge in charts and tables such as

function tables.

• Examine errors in reasoning through student-to-student discourse ESE Strategies
about the rules for algebraic patterns.

• Process new information by making connections to what students Below Level

know. Forcing clay through an extruder can represent the idea of • Concretely represent repeating, growing and numerical patterns.
input/output with a function table or function machine.
• Direct connection between concrete, pictorial and abstract. For example, after
• Engage students in cognitively complex tasks involving hypothesis creating a concrete representation, have the student draw a picture of the

generating and testing through algebraic pattern problems that representation and then write the numbers or words that represent the pattern.

require a “guess and check” solution process. • Emphasize to students that they should find patterns by going from input to

• Identify critical information in word problems by using the same output rather than looking for patterns by going down either column.

strategies that are used for reading to find main idea and • Guided practice finding patterns and solutions with input/output charts and other

supporting details. In word problems, the question being asked is tables.

the main idea and the information needed to solve the problem are • Guided practice translating words into mathematical expressions. Emphasize the
the supporting details.
vocabulary words: numerical expression and variable.
• Record and represent knowledge by organizing the information

from a word problem into a Flow Map, Tree Map, or Brace Map. Enrichment

• Understand students’ interests and background by incorporating • Given a pattern, students will find the algebraic expression that applies to the

students’ names and interests into problems that are created by the pattern and justify their answer.

teacher to practice problem solving skills.

Common Core Standards Correlation Full Implementation Grade 3 in 2014-2015.

Operations and Algebraic Thinking

Solve problems involving the four operations, and identify and explain patterns in arithmetic

Third Grade Mathematics – Second Quarter – OCPS 2011 Page 18 of 26

Mathematics

Curriculum, Instruction, Assessment
(CIA Blueprint)

Grade: Third Grade Instructional Timeframe: Second 9 weeks Suggested Length: 8-10 days

Major Content Idea Big Idea 3: Describe and analyze properties of two-dimensional shapes.

Standards/Benchmarks

MA.3.G.3.1 Describe, analyze, compare, and classify two-dimensional shapes using sides and angles–including acute, obtuse, and right angles–and connect these
ideas to the definition of shapes.
MA.3.G.3.2 Compose, decompose, and transform polygons to make other polygons, including concave and convex polygons with three, four, five, six, eight, or
ten sides.
MA.3.A.6.2 Solve non-routine problems by making a table, chart, or list and searching for patterns.

Deconstructed Standards and/or Item Specifications

Click Here for Deconstructed Standards
p. 19-25

Click Here for Test Item Specifications
p. 58-61, 74-75

Third Grade Mathematics – Second Quarter – OCPS 2011 Page 19 of 26

Essential Questions EQ covers the entire unit, not Vocabulary

an individual lesson point, line, line segment, intersecting lines, parallel lines, ray, angle, vertex (of an angle), right angle,

• What are different ways I have recognized 2 perpendicular, acute angle, obtuse angle, polygon, side (or edge), vertex (of a polygon), diagonal, triangle,

dimensional shapes in my world? quadrilateral, pentagon, hexagon, octagon, decagon, equilateral triangle, isosceles triangle, scalene

• What are the different ways I use 2 dimensional triangle, right triangle, acute triangle, obtuse triangle, trapezoid, parallelogram, rectangle, rhombus,
square, two-dimensional figure, straight angle, polygon, figure, diagonal line, closed figure concave
shapes in my world?
polygons, convex polygons, composite figure, intersecting lines, regular polygon, irregular polygon,

diagonal

21st-Century Skills to Increase Suggested Learning Cross-Curricular Connections - Snapshot
Rigor Experiences for the 21st
Century Classroom Social Studies- FL Math Project, enVision TE, p. 235. Extend by having students research
• Critical Thinking and buildings on the internet and print a picture of the building.
Problem Solving
Students will take digital
• Collaboration and
Leadership photos of real world Art- students create pictures using geometric shapes.

• Agility and Adaptability objects/buildings. Download Cross-Curricular Connections – Lesson Plan Links
• Initiative and
the photos to the computer
Entrepreneurialism and save as a JPEG. Open the http://www.ocps.net/cs/services/cs/currareas/math/IR/lessonplans/Pages/Elementary.aspx
• Effective Oral and
photos in the Paint program
Written Communication and trace over the geometric Week long cross curricular lessons for these benchmarks.
• Accessing and Analyzing
shapes in the
Information
objects/buildings. Create a

bulletin board of Shapes in

Our World.

• Curiosity and Imagination (Critical Thinking and Problem

Solving; Accessing and

Analyzing Information;

Curiosity and Imagination)

Misconceptions Formative Assessments

The student may believe that … • Benchmark Mini-assessments

• 2-D and 3-D shapes have the same names. (i.e. • www.florida-achieves.com
• a sphere is a circle) • o Login using FCAT Explorer user name and password

a triangle can’t be a triangle unless it is drawn Florida Formative Assessment (Click “Formative Assessment Task” tab for directions.)

Third Grade Mathematics – Second Quarter – OCPS 2011 Page 20 of 26

point up and base on bottom. o Geoboard Math (creating shapes based on attributes)
http://www.floridastandards.org/Resources/PublicPreviewResource13318.aspx
• a rhombus is a diamond. A diamond is NOT a
shape. o Triangles and Quadrilaterals (describing shapes using math vocabulary)
http://www.floridastandards.org/Resources/PublicPreviewResource13317.aspx
• shapes must be presented in an upright
position in order to be identified correctly. o Bag of Shapes (identify hidden shapes based on attributes)
http://www.floridastandards.org/Resources/PublicPreviewResource13096.aspx
• squares and rectangles are the same shape.
• right angles and right triangles are called left • Thinking Maps
o Double Bubble: compare and contrast two polygons. (ex. Square and rhombus)
angles and left triangles if they are facing left. o Venn Diagram: compare and contrast two polygons. (Rectangle vs. parallelogram)
o Tree Map: identify attributes of quadrilaterals

• Learning Logs
o Draw and write the attributes of triangles, quadrilateral, pentagon, hexagon, octagon and decagon.

• Exit Slips
o Draw a mystery polygon on the board and have students identify the shape and explain how they
know it is that shape.

Teaching Resources
Primary Instructional Resource: Envision Math- Scott Foresman
Teacher’s Edition, Topic 11
Secondary Resources:

• Geometry in the World of Art: More Work with Shapes (Click Illuminations link for lesson details.)
http://www.floridastandards.org/Resources/PublicPreviewResource1274.aspx

• Angle Aerobics (Click Beacon Learning Center link for lesson details.)
http://www.floridastandards.org/Resources/PublicPreviewResource4294.aspx?RadUrid=f57ecaee-f2da-4079-a250-387a4e2f8a25

• Hip to be Square
http://www.mathgametime.com/videos/square-video-hip-to-be-square

• Tri Cities Bakery
http://educationnorthwest.org/webfm_send/577

• AIMS: Ray’s Reflection
o “Open and Shut”
o “Hinged Mirror”
o “Angle and Images”

Websites:
www.pearsonsuccessnet.com (Online access for all grade level enVision contents)

Third Grade Mathematics – Second Quarter – OCPS 2011 Page 21 of 26

www.mypearsontraining.com (Professional Development)
www.floridastandards.org
• Click on standards information system, go to browse for benchmarks and select math from the dropdown menu
www.illuminations.nctm.org
www.mathwire.com
www.teachertube.com
www.beaconlearningcenter.com
http://www.gamequarium.org/dir/SqoolTube_Videos/Math/ (math videos)
http://www.etacuisenaire.com/resources/lessons/lessons.jsp

Free Resources:
• enVision

o visual animations
o “E-tools” On-line Manipulatives accessible by teachers and students at www.pearsonsuccessnet.com
o Teaching Tools, enVision Math. Available in “Teaching Tool Masters” or on-line at www.pearsonsuccessnet.com
o Center Activity Games, enVision Math Program
o Math Diagnosis and Intervention System

Literature Connections:
WorldScape: Fiji Facts and Figures p. 6-7 (enVision kit)
3D-2D-1D by Adler
Exploring Angles: Paper Folding Geometry by Phillips
Straight Lines, Parallel Lines, Perpendicular Lines by Charosh
Hamster Champs by S. Murphy
The Wing on a Flea by E. Emberley

Third Grade Mathematics – Second Quarter – OCPS 2011 Page 22 of 26

Suggested Instructional Strategies ELL Strategies

This site contains 1271 instructional strategies • Provide a print-rich environment to include labels, word walls and visual cueing
http://www.beesburg.com/edtools/glossary.html • Introduce vocabulary and concepts through graphic organizers such as; KWL charts, webs, story

How am I going to teach it? maps, picture prompts
• Provide literature relevant to student’s life to increase interest and motivation to read
• Record and represent knowledge through the • Provide opportunities for students to describe, inform, evaluate, judge, write and critique
use of a Tree Map to categorize geometric
shapes. ESE Strategies

• Revise knowledge by continually adding to the Below Level
definition of shapes so that students will be able • Visual representations of all vocabulary.
to refine their understanding of how shapes are • Practice with geometric vocabulary through games, flash cards, hands-on practice, physically creating
differentiated.
the representation of the word, etc.
• Identify critical information in word problems by • Hands-on sorts of geometric shapes by attributes.
selective underlining and the use of graphic • Direct instruct the transformation of parallelogram to rectangle, rectangle and square to triangle and
organizers.
trapezoid to rectangle.
• Examine similarities and differences in geometric • Extensive hands-on practice transforming one geometric shape into another.
shapes through the use of a Double Bubble map.
Enrichment
• Record and represent knowledge of geometric • Create tangram puzzles for others to solve (Envision TE p. 234H).
shapes through the use of a Tree map.

• Identify critical information in word problems by
using the same strategies that are used for
reading to find main idea and supporting details.
In word problems, the question being asked is
the main idea and the information needed to
solve the problem are the supporting details.

• Record and represent knowledge by organizing
the information from a word problem into a
Flow Map, Tree Map, or Brace Map.

• Understand students’ interests and background
by incorporating students’ names and interests
into problems that are created by the teacher to
practice problem solving skills.

• Demonstrate value and respect for low
expectancy students by partnering students for

Third Grade Mathematics – Second Quarter – OCPS 2011 Page 23 of 26

various mathematical tasks.

Common Core Standards Correlation Full Implementation Grade 3 in 2014-2015.
Geometry
Reason with shapes and their attributes.

Third Grade Mathematics – Second Quarter – OCPS 2011 Page 24 of 26