1. Curriculum Map Template
Grade 3 Mathematics
Month(s) Essential
Question(s)
Contents/
Concepts
(nouns)
=What students
need to know
Language Skills
(verbs)
= What students
must be able to do
Activities Assessment CCLS
September
–October
Addition
&
subtractio
n
What are the
most efficient
ways to add and
subtract three-
digit numbers?
The rules for
rounding numbers.
Estimating
requires rounding.
Subtracting a
greater number
from a lesser
number requires
regrouping.
Regrouping
requires breaking
apart a given place
value into its lesser
neighbors place
value.
Unit specific
vocabulary such
as addend,
difference,
equivalent,
estimate, sum.
Add three-digit
numbers using a
variety of
strategies.
Subtract three-digit
numbers using a
variety of
strategies.
Round off three-
digit numbers to
the nearest ten or
hundred.
Use rounding off
to estimate sums
and differences
within 1000.
3.NBT.1: Use
place value
understanding
to round
whole
numbers to the
nearest 10 or
100.
3.NBT.2:
Fluently add
and subtract
within 1000
using
strategies and
algorithms
based on place
value,
properties of
operations,
and/or the
relationship
between
addition and
subtraction.
October-
December
What are the best
ways to learn our
In Equal Group
problems, one
Unit specific
vocabulary such as
factors, multiples,
Interpret
multiplication
3.OA.1:
Interpret
2. Melissa Alvarez 2
Multiplication
& Division
multiplication
and division
facts?
How can you use
multiplication
facts, place
value, and
properties to
solve
multiplication
problems?
What kind of
real world
problems can we
solve with
multiplication
and division?
factor indicates the
number of objects
per group and the
other factor
indicates the
number of groups.
In the United
States it is
customary for the
first number to
indicate the
number of groups,
e.g., 3 x 4 is used
to mean 3 groups
of 4.
In Array situations,
the roles of the two
factors do not
differ. One factor
indicates the rows
and the other the
columns. But if the
array is rotated 90
degrees, the rows
and columns are
reversed.
Multiplication is
commutative.
Multiplication is
associative.
The identity
property of
multiplication.
Zero property of
multiplication.
Division is
represented by
product, quotient,
divisor,dividend,
remainder,
commutative property
of addition over
multiplication,
distributive property
of multiplication,
inverse,
situations of equal
groups and arrays
(multiplicative
comparison
situations are
introduced in grade
four).
Use a variety of
strategies to
multiply basic
facts (single digit
by single digit),
beginning with
skip counting,
moving to more
complex methods,
and culminating by
the end of third
grade with
memorization.
Use the
distributive
property to
multiply basic
facts (e.g., 3 x 4 +
3 x 4 = 6 x 4).
Use number sense
to solve missing
factor problems
(e.g., 7 x __ = 49).
Multiply single
digit numbers by
multiples of tens
using place value
knowledge and
other non-
algorithmic
products of
whole
numbers, e.g.,
interpret 5 × 7
as the total
number of
objects in 5
groups of 7
objects each.
For example,
describe a
context in
which a total
number of
objects can be
expressed as 5
× 7.
3.OA.2:
Interpret
whole-number
quotients of
whole
numbers, e.g.,
interpret 56 ✄
8 as the
number of
objects in each
share when 56
objects are
partitioned
equally into 8
shares, or as a
number of
shares when 56
objects are
partitioned into
3. Melissa Alvarez 3
problem contexts
in which the total
is known and
either the number
of groups or the
number of objects
in each group is
unknown.
That division facts
can be found by
thinking about
multiplication (i.e.,
fact families).
When 0 is divided
by any non-zero
number, the
quotient is zero,
and 0 cannot be a
divisor.
Multiplication can
be used to check
the answer to a
division problem.
When you divide
whole numbers
sometimes there is
a remainder.
strategies.
Construct simple
pictograph. Read
and interpret data
in a pictograph.
Recognize both
types of division
situations in story
problems (partitive
and measurement).
Use a variety of
strategies to solve
basic division
facts.
Fluently solve
division facts by the
end of third grade.
equal shares of
8 objects each.
3.OA.3: Use
multiplication
and division
within 100 to
solve word
problems in
situations
involving
equal groups,
arrays, and
measurement
quantities, e.g.,
by using
drawings and
equations with
a symbol for
the unknown
number to
represent the
problem.
3.OA.4:
Determine the
unknown
whole number
in a
multiplication
or division
equation
relating three
whole
numbers. For
example,
determine the
4. Melissa Alvarez 4
unknown
number that
makes the
equation true
in each of the
equations 8 × ?
= 48, 5 = � ÷
3, 6 × 6 = ?.
3.OA.5:
Apply
properties of
operations as
strategies to
multiply and
divide.
Examples: If 6
× 4 = 24 is
known, then 4
× 6 = 24 is also
known.
(Commutative
property of
multiplication.)
3 × 5 × 2 can
be found by 3
× 5 = 15, then
15 × 2 = 30, or
by 5 × 2 = 10,
then 3 × 10 =
30.
(Associative
property of
multiplication.)
Knowing that
8 × 5 = 40 and
8 × 2 = 16, one
5. Melissa Alvarez 5
can find 8 × 7
as 8 × (5 + 2) =
(8 × 5) + (8 ×
2) = 40 + 16 =
56.
(Distributive
property.)
3.OA.6:
Understand
division as
an
unknown-
factor
problem.
3.OA.7:
Fluently
multiply and
divide within
100, using
strategies such
as the
relationship
between
multiplication
and division
(e.g., knowing
that 8 × 5 = 40,
one knows 40
× 5 = 8) or
properties of
operations. By
the end of
Grade 3, know
from memory
all products of
6. Melissa Alvarez 6
two one-digit
numbers.
3.OA.9:
Identify
arithmetic
patterns
(including
patterns in the
addition table
or
multiplication
table), and
explain them
using
properties of
operations. For
example,
observe that 4
times a number
is always even,
and explain
why 4 times a
number can be
decomposed
into two equal
addends.
3.NBT.3:
Multiply one-
digit whole
numbers by
multiples of 10
in the range
10–90 (e.g., 9
× 80, 5 × 60)
using strategies
7. Melissa Alvarez 7
based on place
value and
properties of
operations.
December
–
January
Area
How can you
measure the size
of a two-
dimensional
shape?
The area of a
rectangle can be
found by
multiplying length
by width.
That multiplying
the side lengths
gives the same
number as tiling
the rectangle.
That area can be
decomposed into
rectangles.
That the area does
not change when it
is rotated.
Unit specific
vocabulary such
as row, column,
length, width,
dimension, unit,
area, decompose,
Find the area of a
rectangle by tiling
it.
Find the area of a
rectangle by
multiplying the
length by width.
Relate the area of
the rectangle to an
array of tiles.
Find the area of
rectilinear regions
by breaking the
figure into
rectangles.
3.MD5.Recognize
area as an
attribute of plane
figures and
understand
concepts of area
measurement.
a. A square
with side length 1
unit, called “a unit
square,” is said to
have “one square
unit” of area, and
can be used to
measure area.
b. A plane
figure which can
be covered
withoutgaps or
overlaps by n unit
squares is said to
have an area of n
square units.
3.MD6. Measure
areas by counting
unit squares
(square cm,
square m,square
in, square ft, and
improvised units).
3.MD7. Relate
area to the
operations of
multiplication and
addition.
a. Find the
area of a
rectangle with
whole-number
side lengths by
tiling it, and show
8. Melissa Alvarez 8
that the area is
the same as
would be found by
multiplying the
side lengths.
b. Multiply
side lengths to
find areas of
rectangles with
whole-number
side lengths in the
context of solving
real-world and
mathematical
problems,and
representwhole-
number products
as rectangular
areas in
mathematical
reasoning.
c. Use tiling
to show in a
concrete case that
the area of a
rectangle with
whole-number
side lengths a and
b + c is the sum of
a b and a c.
Use area models
to representthe
distributive
property in
mathematical
reasoning.
d. Recognize area
as additive. Find
areas of rectilinear
figures by
decomposing
them into non-
overlapping
rectangles and
adding the areas
of the non-
overlapping parts,
applying this
technique to solve
9. Melissa Alvarez 9
real-world
problems.
January –
March
Fractions
How can we
describe and
compare fractions?
The denominator of a
fraction names the
number of equal
parts in the whole,
and the numerator of
a fraction names the
number of those
parts being
considered.
When fractions have
the same
denominator, the one
with the larger
numerator is larger.
When fractions have
the same numerator,
the one with the
larger denominator is
smaller.
There is more than
one way to name
each fraction and
they are called
equivalent fractions.
A fraction such as ¾
can be interpreted as
3 ¼-pieces (using a
number line or an
area model)
Whole numbers can
be written as fraction
(ex 3/3 =1)
The bigger the
denominator the
smaller the piece.
Unit specific
vocabulary such
as numerator,
denominator,
equal parts,
whole, fair
shares, unit
fraction,
equivalence,
whole numbers,
whole number
fractions,
Locate fractions on a
number line
Use fractions to
name shaded part of
an area
Partition shapes into
equal groups and
name the unit
fraction
Solve equal sharing
and multiple group
story problems
Compare and order
fractions.
Compare fractions
with same
numerator or same
denominator.
Use models to find
equivalent fractions.
3.NF.1:
Understand a
fraction 1/b as
the quantity
formed by 1
part when a
whole is
partitioned
into b equal
parts;
understand a
fraction a/b as
the quantity
formed by a
parts of size
1/b.
3.NF.2:
Understand a
fraction as a
number on the
number line;
represent
fractions on a
number line
diagram.
A. Represent a
fraction 1/b on
a number line
diagram by
defining the
interval from 0
to 1 as the
whole and
partitioning it
into b equal
parts.
Recognize that
10. Melissa Alvarez 10
each part has
size 1/b and
that the
endpoint of
the part based
at 0 locates
the number
1/b on the
number line.
A.Represent a
fraction a/b on a
number line
diagram by
marking off a
lengths 1/b from
0. Recognize
that the
resulting interval
has size a/b and
that its endpoint
locates the
number a/b on
the number line.
3.NF.3c: Express
whole numbers
as fractions, and
recognize
fractions that
are equivalent to
whole numbers.
Examples:
Express 3 in the
form 3 = 3/1;
recognize that
6/1 = 6; locate
4/4 and 1 at the
same point of a
number line
diagram.
3.G.2: Partition
11. Melissa Alvarez 11
shapes into
parts with equal
areas. Express
the area of each
part as a unit
fraction of the
whole.
3.NF.3: Explain
equivalence of
fractions in
special cases,
and compare
fractions by
reasoning about
their size.
A.Understand
two fractions as
equivalent
(equal) if they
are the same
size, or the
same point on a
number line.
A.Recognize and
generate simple
equivalent
fractions, e.g.,
1/2 = 2/4, 4/6 =
2/3). Explain
why the
fractions are
equivalent, e.g.,
by using a visual
fraction model.
Compare two
fractions with
the same
numerator or
the same
12. Melissa Alvarez 12
denominator by
reasoning about
their size.
Recognize that
comparisons are
valid only when
the two fractions
refer to the
same whole.
Record the
results of
comparisons
with the
symbols >, =,
or <, and justify
the conclusions,
e.g., by using a
visual fraction
model.
March-
April
Measurem
ent & Data
Part I
How do graphs
help to display
data?
The relationship
between feet and
inches
Unit-specific
vocabulary
including:
feet, inches,
yard, bar
graph,
picture
graph, data,
distance,
interval,
length, line
plot, scale,
key.
Represent data in
picture graphs
Represent data in
bar graphs
including using
scales larger than
1
Answer questions
based on the
information in
picture or bar
graphs (e.g., How
many more people
prefer red than
blue?)
Interpret what the
numbers and
symbols on a line
plot mean
Measuring in
Represent and
Interpret Data
3.MD.3: Draw a
scaled picture
graph and a
scaled bar graph
to representa
data setwith
several
categories. Solve
one- and two-step
"how manymore"
and "how many
less"problems
using information
presented in
scaled bar
graphs.For
example,drawa
bar graph in which
each square in the
bar graph might
represent5 pets.
3.MD.4: Generate
measurement
data by measuring
13. Melissa Alvarez 13
inches
Measure lengths
longer than the
measuring tool
lengths using
rulers marked with
halves and fourths
of an inch. Show
the data by
making a line plot,
where the
horizontal scale is
marked off in
appropriate
units—whole
numbers,halves,
or quarters.
May-June
Geometry &
Measurement
Part II
Why is a square
a rectangle and a
rhombus?
That perimeter is the
measure around the
outside edges of a 2-
dimensional figure.
Unit-specific
vocabulary
including:
rhombus,
rectangle, square,
trapezoid,
parallelogram,
trapezoid,
perimeter, inch,
foot, yard, meter,
centimeter,
customary
measurement,
metric
measurement.
Measure and
estimate the
length of objects
in feet, inches,
yards, meters, and
centimeters.
Find the perimeter
of shapes.
Create shapes
with indicated
perimeter.
Classify
quadrilaterals.
Describe what is
similar and
different in a pair
of quadrilaterals.
Geometric
measurement:
recognize
perimeter
3.MD.8: Solve real
world and
mathematical
problems
involving
perimeters of
polygons,
including finding
the perimeter
given the side
lengths,finding an
unknown side
length,and
exhibiting
rectangles with
the same
perimeter and
different areas or
with the same
area and different
perimeters.
Reason with
shapes and their
attributes
3.G.1: Understand
that shapes in
different
categories (e.g.,
rhombuses,
rectangles,and
others) may share
attributes (e.g.,
14. Melissa Alvarez 14
having four sides),
and that the
shared attributes
can define a
larger category
(e.g.,
quadrilaterals).
Recognize
rhombuses,
rectangles,and
squares as
examples of
quadrilaterals,and
draw examples of
quadrilaterals that
do not belong to
any of these
subcategories.
