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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 Relationships

Learning 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
Probability

Learning 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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