• Third Grade EPP (2024-25)

    Math Resources 

    • Stepping Stones Journals 
    • Math Notebooks 
    • ST Math (online program with a focus on math reasoning and modeling with mathematics) 
    • First in Math (online math games designed to promote critical thinking skills and build math fluency)
    • SeeSaw (online learning platform) 

    Third Grade EPP Curriculum Overview 

    We will work on Ohio’s Learning Standards and the 8 Mathematical practices using the program Stepping Stones. We will continue to work on enrichment activities to deepen our appreciation and passion for mathematics. Our Stepping Stones Student Journal is divided into 12 Modules. We will complete 4 Modules per Trimester. The curriculum will spiral and students will work on a variety of math skills in each Module. 

    Homework Expectations

    Homework will be passed out every Friday and is due on Friday the following week.  Homework is assigned to help students review concepts and prepare for tests. 

    Trimester 1 Math Topics 

    • Addition and Subtractions using the Count On, Count Back, and Standard Algorithm

    • Telling Time, Calculating Elapsed Time 

    • Multiplication & Division 

    • Solving Multi-Step Word Problems 

    • Characteristics of Polygons 

    • Comparing and Rounding 4-digit numbers 

    • Fractions, Decimals, and Percents 

    Enrichment Projects for Trimester 1  

    • Theoretical and Experimental Probability

    • Problem Solving Activities 

     

     VOCABULARY

    Sum, Difference, Product, Quotient, Addend, Total, Factor, Standard Algorithm, Fraction, Whole, Numerator, Denominator, Fraction, Improper Fraction, Unit Fraction, Mixed Number, Number Line, Line Plot, Bar Graph, Area, Units, Square Units, Variable, Commutative Property

     

    LEARNING TARGETS:

    Below are some of the learning targets we will focus on this fall.

    ·     I can fluently add multi-digit whole numbers using the standard algorithm.

    — I can fluently subtract multi-digit whole numbers using the standard algorithm.

    ·     I can explain any fraction as the numerator being the number of parts and the denominator as the total number of equal parts in the whole.

    — I can write equations using a letter for the unknown number.

    ·     I can decide if my answers are reasonable using mental math and estimation strategies including rounding.

    — I can choose the two correct operations needed to solve two-step word problems.

    — I can identify and describe arithmetic patterns in number charts, addition tables, and multiplication tables.

    — I can explain the associative property of multiplication.

    ·     I can explain the distributive property of multiplication.

    ·     I can apply the commutative property to decompose, regroup, and/or reorder factors to make it easier to multiply two or more factors.

     

    OHIO’S LEARNING STANDARDS:

    Below are some of the standards we will focus on this fall.

    OPERATIONS AND ALGEBRAIC THINKING

     3.OA Represent and solve problems involving multiplication and division. 3.OA.1 Interpret products of whole numbers, e.g., interpret 5 x 7 as the total number of objects in 5 groups of 7 objects each. (Note: These standards are written with the convention that a x b means a groups of b objects each; however, because of the commutative property, students may also interpret 5 x 7 as the total number of objects in 7 groups of 5 objects each). 

    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 equal shares of 8 objects each. For example, describe a context in which a number of shares or a number of groups can be expressed as 56 ÷ 8.

     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. See Table 2, page 18. Drawings need not show details, but should show the mathematics in the problem. (This applies wherever drawings are mentioned in the Standards.) 

    3.OA.4 Determine the unknown whole number in a multiplication or division equation relating three whole numbers.

    NUMBER AND OPERATIONS IN BASE TEN 

    3.NBT Use place value understanding and properties of operations to perform multi-digit arithmetic. A range of strategies and algorithms may be used.

     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 1,000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction. 

    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 based on place value and properties of operations.

    GEOMETRY 

    3.G Reason with shapes and their attributes.

     3.G.1 Draw and describe triangles, quadrilaterals (rhombuses, rectangles, and squares), and polygons (up to 8 sides) based on the number of sides and the presence or absence of square corners (right angles).

     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 are

    MEASUREMENT AND DATA 

    3.MD Solve problems involving money, measurement, and estimation of intervals of time, liquid volumes, and masses of objects. 

    3.MD.1 Work with time and money. a. Tell and write time to the nearest minute. Measure time intervals in minutes (within 90 minutes). Solve real-world problems involving addition and subtraction of time intervals (elapsed time) in minutes, e.g., by representing the problem on a number line diagram or clock.