CCSS Math Pacing Guide Grade 3 Grade Level: 3rd Standard with code: 3.MD.7c Relate area to the operations of multiplication and addition. 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. Domain: Measurement and Data Cluster: Geometric measurement: understand concepts of area and relate area to multiplication and to addition. Quarter 1: Quarter 2: Quarter 3: Quarter 4: Multiply using an area model (array). Relate area of a rectangle to multiplication and addition by modeling the distributive property. Area of a Rectangle 3 x (5+2) = 3x5 + 3x2 Make sense of Reason abstractly and Construct viable Model with Use appropriate Attend to precision. Look for and Look for and problems and quantitatively. arguments and mathematics. tools strategically. make use of express regularity persevere in solving critique the reasoning structure. in repeated them. of others. reasoning. Evidence of Student Common Core Vocabulary Knowledge Skills Instructional Achievement Level Descriptors Attainment Essential Elements Students: Distributive Students know: Students understand N/A N/A (Area begins at grade 6). EE3.MD.5-7. EE3.MD.5-7. Given a polygon that Property that/are able to: (Area begins at grade may be decomposed into 6). Relationships between 2 or more rectangles, Rectilinear figures rectangular arrays and Communicate the the corresponding relationships between Find the total area by multiplication problems rectangular array models decomposing the figure (counting unit squares of areas and into non-overlapping in rows and columns multiplication and rectangles, finding the compared to addition problems area of each, and find the multiplying length by including modeling the sum of the areas. width), Distributive Property,
CCSS Math Pacing Guide Grade 3 Grade Level: 3rd Standard with code: 3.MD.7c Relate area to the operations of multiplication and addition. 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. Domain: Measurement and Data Cluster: Geometric measurement: understand concepts of area and relate area to multiplication and to addition. Quarter 1: Quarter 2: Quarter 3: Quarter 4: Multiply using an area model (array). Relate area of a rectangle to multiplication and addition by modeling the distributive property. Area of a Rectangle 3 x (5+2) = 3x5 + 3x2 Make sense of problems and persevere in solving them. Reason abstractly and quantitatively. Construct viable arguments and critique the reasoning of others. Model with mathematics. Use appropriate tools strategically. Attend to precision. Look for and make use of structure. Look for and express regularity in repeated reasoning. Evidence of Student Attainment Vocabulary Knowledge Skills Common Core Essential Elements Instructional Achievement Level Descriptors Students: Given a polygon that may be decomposed into 2 or more rectangles, Find the total area by decomposing the figure into non-overlapping rectangles, finding the area of each, and find the sum of the areas. Distributive Property Rectilinear figures Students know: Relationships between rectangular arrays and the corresponding multiplication problems (counting unit squares in rows and columns compared to multiplying length by width), Students understand that/are able to: Communicate the relationships between rectangular array models of areas and multiplication and addition problems including modeling the Distributive Property, EE3.MD.5-7. N/A (Area begins at grade 6). EE3.MD.5-7. N/A (Area begins at grade 6).
3rd-Math-Pacing-Guide-Version-3.docx