# NUMBER STRAND Grade 3

TEAM-Math Curriculum Guide – DRAFT July 22, 2004p. 3-1

Chapter 10 – Curriculum for Grade 3

**Chapter 10: Curriculum for Grade 3**

**Part A. Correlation of Objectives with Recommended Textbooks**

The following pages show how resources from *Investigations in Number, Data, and Space* (“Investigations”) and Scott Foresman Addison Wesley (“SFAW”) align with the TEAM-Math and Alabama Course of Study objectives.

Abbreviations for units in *Investigations in Number, Data, and Space* follow:

- C/C – Combining and Comparing
- ESB – Exploring Solids and Boxes
- FS – Fair Shares
- FTA – Flips, Turns, and Area
- LIH – Landmarks in the Hundreds
- PF – Paces to Feet
- TCG – Things that Come in Groups
- TP – Turtle Paths
- UDNL – Up and Down the Number Line

**NUMBER STRAND– Grade 3**

**Alabama Course of Study**/ TEAM-Math / SFAW / Investigations

1. Demonstrate number sense by comparing, ordering, and expanding whole numbers through 9999.

a.Comparing numbers using the symbols >, <, =, and

b.Identifying the place value of any digit within a four-digit number

c.Writing a four-digit number in words and locating it on a number line

d.Determining the value of a number written in expanded notation to the ten-thousands place

e.Rounding whole numbers to the nearest ten and hundred and money values to the nearest dollar

f.Use coins to make change up to $1.00.

g.Determining monetary values of sets of unlike coins and bills up to $5.00. / N1. Order, compare. . .

- Compare, order, round, and expand whole numbers to thousands

FTA1:2-5, 2:2-5,TMM

PTF1:2, 2:2

LIH1:1-3, 2:1-3, 3:1

- Demonstrate and understand place value from hundredths to 9999 by using words, models, and pictorial representations, including the use of coins to make change.

LIH1:1-4, 6-7, 2:1-3, 3:1,TMM

C/C1:1, 2; 2:1-2; 3:1,:4:2-4,TMM

- Understand the use of decimals when writing dollar amounts

ESB2:1,3

FS 3:1-2

- Demonstrate computational fluency in addition, subtraction

C/C1:1,2; 2:2, 2:1-2; 4:2-4, TMM

ESB5:1-4

- Demonstrate computational fluency in basic multiplication and division

6:1, 2, 3, 4, 5,7, 8, 9, 11, 12; 7:4;

9:16; 10:9; 11:5 / TCG3:3-5

C/C1:1,2; 2:2, 3:1-2; 4:2-4, TMM

- Demonstrate and understand addition and subtraction of fractions with like denominators

FS1:1-4

C/C5:2-3

2. Solve addition and subtraction problems, including word problems, involving two-and three-digit numbers with and without regrouping.

- Demonstrating computational fluency in addition and subtraction

a.Applying concepts of multiplication through the use of manipulatives, number stories, arrays, repeated addition, or problem situations

b.Applying basic multiplication facts through 9 x 9 by using manipulatives, solving problems, and writing number stories

c.Recognizing properties of multiplication

N4. Divide whole numbers using two-digit dividends and one-digit divisors.

a.Recognizing division as repeated subtraction

b.Estimating sums and differences by using compatible numbers, front-end estimation, and rounding / N2. Computation

- Regroup two and three digit numbers in addition and subtraction and multiply two digit numbers by a one digit number

LIH3:2-3

UDNL1:3, 4, 6, 7

- Divide two digit dividends by one digit divisors with and without remainders

- Solve real life problems involving numerical and/or rounding concepts and using estimation, mathematical reasoning, appropriate and non-routine strategies

FS1:1-2; 2:1, 2; TMM

PTF1:1-6, TMM

LIH1:6-7; 2:1-6

UDNL1:3-5; TMM

C/C3:1; 4:1; 5:2-4; TMM

TP1:4; 2:1-6; 3:EXC

N3. Estimate sums and differences by using compatible numbers and front-end estimation / 2:7, 8, 11, 13; 3:11; 6:12 / LIH2:5-6; 3:2-3

C/CTMM

TP2:1-2, 5-63:1-5

N4. Demonstrate number sense by comparing, ordering, and expanding whole numbers / See 1a / LIHSame as # 1

N5. Model equivalent fractions with concrete objects or pictorial representations. / N5. Fractions

- Introduce representations for common fractions of 10 x 10 grids and interpret display as decimals and percents (10th and 100th)
- Recognize understanding and use of equivalency sentences and fractions

FS1:1-4; 2:1-7; 3:1-3

FTA1:2-4; 2:2-5; TMM

N6. Introduce ratios in problem solving situations / TCG4:2, 5:1; TMM

**ALGEBRA – Grade 3**

**Alabama Course of Study**/ TEAM-Math / SFAW / Investigations

A1. Identify properties of operations, such as commutative, associative, and distributive and use them to compute whole numbers, including the inverse relationships between addition/subtraction and multiplication/division / TCG – 3:2, 3; 4:1; 5:4

LIH – 3:2-3; TMM

C/C – 1:1, 2; 2:2; 3:1-2; 4:3-4;

5:2-3; TMM

7. Complete a given numeric or geometric pattern. / A2. Complete numeric, geometric, and symbolic patterns / 1:9, 6:6, 8; 8:3, 9:11 / TCG – 2:1-6; 3:3; TMM

LIH – 1:1-4, 6-7; 2:1-3; 3:2-3

A3. Model problem situations with objects and use representation such as graphs, tables, and equations to draw conclusions / Chapter 2 / FTA – 1:2-5; 2:2-5

UDNL – 1:6-7; 2:1-4;3:1, 2

A4. Complete an addition or subtraction number sentence with missing addend or subtrahend / LIH – TMM

UDNL – 1:6-7

**GEOMETRY – Grade 3**

**Alabama Course of Study**/ TEAM-Math / SFAW / Investigations

8. Identify geometric representations for points, lines, perpendicular lines, parallel lines, angles, and rays.

a.Recognizing real-life examples of points, lines, perpendicular lines, and parallel lines

b.Drawing points, lines, and perpendicular lines / G1. Identify, compare, classify, and analyze attributes of two and three dimensional shapes: / TCG2:2-5

TP2:4, 3:3-5

ESB1:1-2; 3:1-2

- Congruency and similarity

- Horizontal, vertical, and diagonal lines and line segments

c.Lines of symmetry within given shapes / 8:10

G2. Predict and describe the results of sliding, flipping, and turning two-dimensional shapes / 8:9 / TCG1:1-3, 5; 2:2-3

TP1:2-4, 2:1-2

9. Specify locations on a coordinate grid by using horizontal and vertical movements. / G3. Find the distance between points along horizontal and vertical lines on a coordinate system. / 4:9 / TCG5:1

PTF1:1-6; 2:1-2

UDNL2:1-4

TP2:1-2, 4

G4. Describe location and movement using common language and geometric vocabulary / Chapter 8 / TP2:1-6; 3: EXC

G5. Build and draw geometric shapes / Lesson 8-1, 3, 4, 9 / FTA1:1-3; 2:2-1-5

TP2:3-6; 3:1-5

ESB2:1-5; 3:1, 2; 4:2

G6. Problem solving using geometric models in other areas of mathematics / TP1:1-4, TMM; 2:1-2

ESB2:1, 3-5; 3:2; 4:3; 5:1-4

**MEASUREMENT – Grade 3**

**Alabama Course of Study**/ TEAM-Math /

**Scott Foresman w/ Investigations**/ Investigations

10. Measure length in metric units. / M1. Understand the need for measuring with standard units and become familiar with standard units in the customary and metric systems / 10:6, 7; Chapter 8 / FS1:1, 2; 2:7

FTA2:1, 4, 5

PTF 00 1:1-4; 2:1-4; 3:1-3; 4:1-3

M2. Select and apply appropriate units and tools of measurement based on given attributes (length, area, weight, volume) / Chapter 5

Chapter 6 / FS1:3-4

FTA1:1-3, 2:1-5

PTF1:5-6, 2:1, 3-5, 6-7; 3:1-3; 4:1-3

TP2:1-2; 2:4

M3. Carry out simple unit conversions (cm-m) within a system / Chapter 4

Chapter 8 / FS1:3-4

PTF1:1, 2; 2:2, 6-7; 3:2-3

M4. Find and estimate perimeter and area of given geometric shapes / 8:11, 12 / FTA1:4-5

PTF1:1-4

TP3:1-2, 6-7, TMM

11. Determine elapsed time to the day with calendars and to the hour with a clock.

- Calculating elapsed time the minute within the same hour
- Applying vocabulary associated with time using a.m., p.m., noon, or midnight

FS2:1-2, 4-7; 3:1-2

FTA1:1-5

C/C3:2; 5:1-3

ESB2:1, 3, TMM

**DATA ANALYSIS AND PROBABILITY – Grade 3**

**Alabama Course of Study**/ TEAM-Math / SFAW / Investigations

D1. Collect and represent data using a variety of tables, graphs, and charts / Chapter 2 / TCG4:2; 5:1, TMM

PTF1:1-2, 5-6; 2:1-7; 3:2-3

C/C 2:2; 4:1, 2; 5:2-3; TMM

UDNL2:1-3

12. Recognize data as either categorical or numerical.

a.Comparing related data sets / D2. Recognize data as either categorical or numerical / Chapter 2 / PTF1:1-2, 5-6; 2:1-7; 3:2-3

C/C2:2; 4:1, 2; 5:2-3

UDNL2:1-3

13. Determine the likelihood of different outcomes in a simple experiment. / D3. Predict the probability of outcomes of simple experiments and test the predictions. / Chapter 7 / FTA1; 2:2-5

UDNL2:1-3

C/C2:2; 4:1,2; 5:2-3

ESB4:1; 5:1-4, 4:2