SALTA 3rd grade

Flexible Pacing: 48 Days (Jan. 24 – Apr. 1)

DWSBA #3 Window: Mar. 25 – Apr. 15

enVision Topics 9-12: 25 Lessons

3 rd Grade NUMBERS AND OPERATIONS — FRACTIONS (NF) Topic 12 - Understanding Fractions As Numbers

Reporting Standards: • Understand and represent that a fraction is part of a whole • Understand and represent fractions on a number line • Generate, represent and interpret data using scaled graphs and line plots • Divide shapes into equal areas

TOPIC 12

Coherence

p. 433F

Look back: Grade 2- •

Topic 12: •

Look Ahead: Later in Grade 3- •

Build on the Concept of Unit Fractions

Measure Lengths Partition Shapes

Fraction Equivalence

Fraction Representations

• •

Word Problems Involving Measurement

Line Plots

• •

•

Line Plots

Grade 4- •

Earlier in Grade 3- •

Fraction Equivalence and Comparison Operations with Fractions

Interpret Graphs

• •

Solve Problems Involving Fractions and Line Plots

Rigor

p. 433G

Conceptual Understanding: • Meaning of Fractions •

Procedural Skill and Fluency: • Naming Fractions •

Applications: •

Fraction Problems

Understand Measurement

Measurement and Line Plots

Focus

Strand: Mathematical Practice Standard #1

3.MP.1

Make sense of problems and persevere in solving them. Explain the meaning of a problem, look for entry points to begin work on the problem, and plan and choose a solution pathway. When a solution pathway does not make sense, look for another pathway that does. Explain connections between various solution strategies and representations. Upon finding a solution, look back at the problem to determine whether the solution is reasonable and accurate, often checking answers to problems using a different method or approach. Third grade students persevere in solving problems that may have missing or extra information. Listen and look for students that exhibit the following behaviors: • give a good explanation of the problem • think about a plan before jumping into the solution • think of similar problems, try special cases, or use a simpler form of the problem