Last updated: 4/10/2025

3rd Grade Math Trimester 2

18 Days

Report Card Strands:

Represent and interpret graphed data, area and perimeter

Area

(1)	3.MD.5	Recognize area as an attribute of plane figures and understand concepts of area measurement.
(1)	3.MD.5.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.
(1)	3.MD.5.b	A plane figure which can be covered without gaps or overlaps by n unit squares is said to have an area of n square units.
(1)	3.MD.6	Measure areas by counting unit squares (square cm, square m, square in, square ft, and improvised units).
(1)	3.MD.7	Relate area to the operations of multiplication and addition.
(1)	3.MD.7.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 represent whole-number products as rectangular areas in mathematical reasoning.
(1)	3.MD.7.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 represent the distributive property in mathematical reasoning.
(1)	3.MD.7.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 real world problems.

What is area?

What units do we use to measure area?

How can we use area in our daily lives?

To find area, why is it not necessary to draw all of the unit squares in an incomplete array?

How does knowing the side lengths of a rectangle help you find the area?

Why do you only need 1 side length to find the area of a square?

How can you find the unknown side measurement when given one side length and the area?

Finding the area of rectangles by multiplying length x width

Solve word problems involving area.

Find areas of shapes by decomposing into rectangles

Apply knowledge of area to determine areas of rooms in a given floor plan.

Area

Area Model

Square Unit

Tile

Unit Square

Whole Number

Length

Width

Commutative Property

Distributive Property

Geometric

Shape

Students are learning to:

Find the area of a rectangle by multiplying length x width.

Solve word problems involving area.

Decomposing shapes into rectangles, finding the area of the smaller rectangles, and then adding them back together to determine the area of the larger shape (distributive property).

Using a floor plan to determine areas of smaller rooms or spaces within the larger space.

Brain Pop Jr.

Eureka Math Squared

IXL

Eureka Mid-Module assesment
Eureka End of Module assesment
Exit Tickets
Sprints
IXL quizzes

40 Days

Fractions

(1)	3.G.2	Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole. For example, partition a shape into 4 parts with equal area, and describe the area of each part as 1/4 of the area of the shape.
(1)	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.
(1)	3.NF.2	Understand a fraction as a number on the number line; represent fractions on a number line diagram.
(1)	3.NF.2.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 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.
(1)	3.NF.2.b	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.
(1)	3.NF.3	Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size.
(1)	3.NF.3.a	Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line.
(1)	3.NF.3.b	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.
(1)	3.NF.3.c	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.
(1)	3.NF.3.d	Compare two fractions with the same numerator or the same 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.

How do fractions measure our daily lives?

How can fractions be modeled, compared and ordered?

Numbers and Operations- Fractions

Fractions as numbers

Denominators with 2, 3, 4, 6, and 8.

Copies

Equivalent fractions

Fraction form

Fractional unit (half, third, fourth, etc.)

Non-unit fraction

Unit form (in reference to fractions, e.g., 1 half, 2 thirds, 4 fifths)

Unit fraction (fraction with numerator 1)

Unit interval (the interval from 0 to 1, measured by length)

Students are learning to:

Understand that a fraction is a part of a

whole.

Explain equivalent fractions.

Recognize simple equivalent fractions.

Explain why fractions are equivalent.

Divide shapes into equal parts and express as fractions.

Compare 2 fractions using symbols <,>, =.

Recognize and express whole numbers as fractions.

Brain Pop Jr.

Eureka Math Squared

IXL

Eureka Mid-Module assesment
Eureka End of Module assesment
Exit Tickets
Sprints
IXL quizzes

15 days

Using Units of Measurement

(1)	NY-3.MD.2a	Measure and estimate liquid volumes and masses of objects using grams (g), kilograms (kg), and liters (l).
(1)	NY-3.MD.2b	Add, subtract, multiply, or divide to solve one-step word problems involving masses or liquid volumes that are given in the same units.
(1)	NY-3.NBT.1	Use place value understanding to round whole numbers to the nearest 10 or 100.
(1)	NY-3.NBT.2	Fluently add and subtract within 1,000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.

1. How does understanding place value help you solve double digit addition and subtraction problems?

2. How do I take apart and recombine numbers in a variety of ways for finding sums and differences?

3. How can using number relationships help me solve addition and subtraction problems for two digit and three-digit numbers?

Measurements (mass and capacity)
Word Problems with Adding Measurements
Word Problems with Subtracting Measurements

New or Recently Introduced Terms and Symbols:

about
addend
capacity
continous
end point
gram
interval
half way
kilogram
liquid volume
liter
milliliter
plot
point
reasonable
round
second
standard algorithm
rounding symbol
place value
ones
tens
hundreds
Addend
Sum

Familar Terms:

centimeter
estimate
horizontal
measure
mental math
meter
number line
vertical

Vocabulary Terms and Definitions.pdf

Students will be able to:

Fluently add and subtract within 1,000.
Solve two-step word problems involving measurement.
Use addition and subtraction to solve measurement problems.
Write equations to represent problems.
Use letters to represent the unknown quantity in an equation.
Use estimation (rounding) and mental computation to check solution.
Solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects.

NEW STANDARDS FOR NEXT GEN:

Understand that the digits of a four-digit number represent amounts of thousands, hundreds, tens, and ones.
Read and write four digit numbers using base-ten numerals, number names, and expanded form.

Eureka Math Squared

Videos:

Study Jams: Place Value

Study Jams: Addition with Regrouping

Study Jams: Subtraction with Regrouping

Study Jams: Measurement (all options)

Brain Pop Jr. Video - Liters and Milliliters

Brain Pop Jr. Video - Grams and Kilograms

Number Rock: Place Value Song