Third Grade Math Syllabus printable pdf download

Third Grade Math

San Diego Unified

What is new to Third Grade:

Critical Areas of Focus

Understand a fraction as a number on the number line.

In Grade 3, instructional time should focus on four critical areas: (1) developing understanding of

(3.NF.2)

multiplication and division and strategies for multiplication and division within 100; (2) developing

Compare fractions with the same numerator or same

understanding of fractions, especially unit fractions (fractions with numerator 1); (3) developing

denominator. (3.NF.3)

understanding of the structure of rectangular arrays and of area; and (4) describing and analyzing

Express whole numbers as fractions. (3.NF.3)

two-dimensional shapes.

Multiply one-digit whole numbers by multiples of 10.

Students develop an understanding of the meanings of multiplication and division of whole

(3.NBT.3)

numbers through activities and problems involving equal-sized groups, arrays, and area

Tell and write time to the nearest minute. (3.MD.1)

models; multiplication is finding an unknown product, and division is finding an unknown

Measure lengths using rulers marked with halves and

factor in these situations. For equal-sized group situations, division can require finding the

fourths of an inch. (3.MD.4)

unknown number of groups or the unknown group size. Students use properties of

Find areas of rectilinear figures by decomposing them

operations to calculate products of whole numbers, using increasingly sophisticated

into non-overlapping rectangles and adding the areas.

strategies based on these properties to solve multiplication and division problems involving

(3.MD.7)

single-digit factors. By comparing a variety of solution strategies, students learn the

What is no longer taught in Third Grade:

relationship between multiplication and division.

Students develop an understanding of fractions, beginning with unit fractions. Students

Standard Algorithm for addition and subtraction

view fractions in general as being built out of unit fractions, and they use fractions along

Multiplying and Dividing multi-digit numbers (Only

with visual fraction models to represent parts of a whole. Students understand that the size

within 100)

of a fractional part is relative to the size of the whole. For example, 1/2 of the paint in a

Rounding to 10,000 (Rounding only to 10 and 100)

small bucket could be less paint than 1/3 of the paint in a larger bucket, but 1/3 of a ribbon

Decimals

is longer than 1/5 of the same ribbon because when the ribbon is divided into 3 equal parts,

Adding and Subtracting Fractions

the parts are longer than when the ribbon is divided into 5 equal parts. Students are able to

Simplifying Fractions

use fractions to represent numbers equal to, less than, and greater than one. They solve

Unit Conversion

problems that involve comparing fractions by using visual fraction models and strategies

Angle Work

based on noticing equal numerators or denominators.

Identification of Triangles

Students recognize area as an attribute of two-dimensional regions. They measure the area

Volume

of a shape by finding the total number of same-size units of area required to cover the shape

Probability

without gaps or overlaps, a square with sides of unit length being the standard unit for

Mathematical Practice Standards:

measuring area. Students understand that rectangular arrays can be decomposed into

Third Graders will:

identical rows or into identical columns. By decomposing rectangles into rectangular arrays

1. Make sense of problems and persevere in solving

of squares, students connect area to multiplication, and justify using multiplication to

them.

determine the area of a rectangle.

2. Reason abstractly and quantitatively.

Students describe, analyze, and compare properties of two-dimensional shapes. They

3. Construct viable arguments and critique the

compare and classify shapes by their sides and angles, and connect these with definitions of

reasoning of others.

shapes. Students also relate their fraction work to geometry by expressing the area of part

4. Model with mathematics.

of a shape as a unit fraction of the whole.

5. Use appropriate tools strategically.

6. Attend to precision.

7. Look for and make use of structure.

Look for and express regularity in repeated

reasoning.

Mathematics Department – Draft – Spring 2014

Third Grade Math Syllabus

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