• UNIT INTRO: Pre-Test & Activity
• LESSON 1: Find the Value of a Digit
• LESSON 2: Solve Place Value Riddles
• LESSON 3: Round 2-Digit Numbers
• LESSON 4: Plot & Interpret Numbers
• LESSON 5: Round to Nearest 100
• LESSON 6: Round to Nearest 10
• LESSON 7: Find the Midpoint & Round
• LESSON 8: Rounds or Doesn’t Round?
• LESSON 9: Unit Review Game
• UNIT CLOSURE: Post-Test & Activity

STANDARD:

• 3.NBT.1 - Use place value understanding to round whole numbers to the nearest 10 or 100.

• UNIT INTRO: Pre-Test & Activity

• LESSON 1: Number Line Addition
• LESSON 2: Arrow Addition
• LESSON 3: Expanded Form Addition
• LESSON 4: Addition Word Problems
• LESSON 5: Place Value Subtraction
• LESSON 6: Number Line Subtraction
• LESSON 7: Number Line Word Problems
• LESSON 8: Sort It Out
• LESSON 9: Unit Review Game
• UNIT CLOSURE: Post-Test & Activity

STANDARD:

• 3.NBT.2 - Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.

• UNIT INTRO: Pre-Test & Activity

• LESSON 1: Understanding Equal Groups
• LESSON 2: Multiplication Task - Donuts in a Box
• LESSON 3: Understanding Arrays
• LESSON 4: Multiplication Word Problems
• LESSON 5: Division - How many in each group?
• LESSON 6: Division Task - Stars and Circles
• LESSON 7: Division - How many groups?
• LESSON 8: Relate Multiplication and Division - Part 1
• LESSON 9: Relate Multiplication and Division - Part 2
• LESSON 10: Fact Families
• LESSON 11: Sort It Out
• LESSON 12: Unit Review Game
• UNIT CLOSURE: Post-Test & Activity

STANDARDS:

• 3.OA.1 - Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 × 7.
• 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.
• 3.OA.4 - Determine the unknown whole number in a multiplication or division equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 × ? = 48, 5 = __÷ 3, 6 × 6 = ?.
• 3.OA.6 - Understand division as an unknown-factor problem. For example, divide 32 ÷ 8 by finding the number that makes 32 when multiplied by 8.

• UNIT INTRO: Pre-Test & Activity

• LESSON 1: Explore the Commutative Property
• LESSON 2: Explore the 2s Times Table
• LESSON 3: Explore the 5s and 10s Times Tables
• LESSON 4: Explore the 0s and 1s Times Tables
• LESSON 5: Explore Square Number Facts
• LESSON 6: Explore the 4s Times Table
• LESSON 7: Explore the 8s Times Table
• LESSON 8: Explore the 3s Times Table
• LESSON 9: Explore the 6s Times Table
• LESSON 10: Explore the 7s Times Table
• LESSON 11: Explore the 9s Times Table
• LESSON 12: Explore the 11s Times Table
• LESSON 13: Explore the 12s Times Table
• LESSON 14: Multiply one-digit whole numbers by multiples of 10
• LESSON 15: Unit Review Game
• UNIT CLOSURE: Post-Test & Activity

STANDARDS:

• 3.OA.5 - Apply properties of operations as strategies to multiply and divide. Examples: If 6 × 4 = 24 is known, then 4 × 6 = 24 is also known. (Commutative property of multiplication.) 3 × 5 × 2 can be found by multiplying 3 × 5 = 15 then multiplying 15 × 2 = 30, or by multiplying 5 × 2 = 10 then multiplying 3 × 10 = 30. (Associative property of multiplication.) Knowing that 8 × 5 = 40 and 8 × 2 = 16, one can find 8 × 7 as 8 × (5 + 2) = (8 × 5) + (8 × 2) = 40 + 16 = 56. (Distributive property.) (Students need not use formal terms for these properties.)
• 3.OA.7 - Fluently multiply within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By end of Grade 3, know from memory all products of one-digit numbers.

• UNIT INTRO: Pre-Test & Activity
• LESSON 1: Find the Area with Square Tiles
• LESSON 2: Find the Area with Square Units (Sq. Cm and Sq. Inches)
• LESSON 3: Compare the Area of Rectangles
• LESSON 4: Connect Area to Multiplication
• LESSON 5: Find the Area of Incomplete Arrays
• LESSON 6: Find the Area of Composite Shapes (Part 1)
• LESSON 7: Find the Area of Composite Shapes (Part 2)
• LESSON 8: Find the Perimeter of Different Rectangles
• LESSON 9: Find the Perimeter of Polygons
• LESSON 10: Perimeter- Find the Unknown Side
• LESSON 11: Compare the Area and Perimeter of Rectangles
• LESSON 12: Unit Review Game
• UNIT CLOSURE: Post-Test & Activity

STANDARDS:

• 3.MD.5 - Recognize area as an attribute of plane figures and understand concepts of area measurement.
  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.
  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.
• 3.MD.6 - Measure areas by counting unit squares (square cm, square m, square in, square ft, and improvised units).
• 3.MD.7 - Relate area to the operations of multiplication and addition.
  a. Find the area of a rectangle with whole-number side lengths by tiling it, and show that the area is the same as would be found by multiplying the side lengths.
  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.
  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.
  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.

• UNIT INTRO: Pre-Test & Activity
• LESSON 1: Numberless Word Problems
• LESSON 2: Word Problems with Unknowns
• LESSON 3: Solve One-Step Word Problems using Bar Models (Part 1)
• LESSON 4: Solve One-Step Word Problems using Bar Models (Part 2)
• LESSON 5: Solve Two-Step Word Problems using Bar Models (Part 1)
• LESSON 6: Solve Two-Step Word Problems using Bar Models (Part 2)
• LESSON 7: Patterns in an Addition Table
• LESSON 8: Patterns in a Multiplication Table
• LESSON 9: Number Patterns
• LESSON 10: Unit Review Game
• UNIT CLOSURE: Post-Test & Activity

STANDARDS:

• 3.OA.4 - Determine the unknown whole number in a multiplication or division equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 × ? = 48, 5 = __÷ 3, 6 × 6 = ?.
• 3.OA.8 - Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. 
• 3.OA.9 - Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations. For example, observe that 4 times a number is always even, and explain why 4 times a number can be decomposed into two equal addends.

• UNIT INTRO: Pre-Test & Activity
• LESSON 1: Partition Shapes
• LESSON 2: Count and Model Unit Fractions
• LESSON 3: Name and Model Non-Unit Fractions
• LESSON 4: Divide Number Lines into Equal Parts
• LESSON 5: Plot Fractions Less Than 1 on a Number Line
• LESSON 6: Plot Fractions Equal To and Greater Than 1 on a Number Line
• LESSON 7: Identify Equivalent Fractions
• LESSON 8: Equivalent Fractions on Number Lines
• LESSON 9: Compare Fractions with the Same Denominator
• LESSON 10: Compare Fractions with the Same Numerator
• LESSON 11: Unit Review Game
• UNIT CLOSURE: Post-Test & Activity

STANDARDS:

• 3.G.A.2 - Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole. 
• 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.
• 3.NF.2 - Understand a fraction as a number on the number line; represent fractions on a number line diagram.
  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.
  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.
• 3.NF.3 -  Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size.
  a. Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line.
  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.
  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.
  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.

• UNIT INTRO: Pre-Test & Activity
• LESSON 1: Identify Polygon Sides
• LESSON 2: Identify Polygon Angles
• LESSON 3: Sort Polygons by Attributes
• LESSON 4: Identify Attributes of Quadrilaterals: Trapezoids & Parallelograms
• LESSON 5: Identify Attributes of Quadrilaterals: Squares, Rectangles & Rhombuses
• LESSON 6: Compare Polygons
• LESSON 7: Draw Quadrilaterals
• LESSON 8: Classify various Polygons
• LESSON 9: Unit Review Game
• UNIT CLOSURE: Post-Test & Activity

STANDARD:

• 3.G.1 - Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four sides), and that the shared attributes can define a larger category (e.g., quadrilaterals). Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these subcategories.

• UNIT INTRO: Pre-Test & Activity
• LESSON 1: Build a Clock
• LESSON 2: Time to the Minute
• LESSON 3: Elapsed Time using Analog Clocks
• LESSON 4: Introduction to Number Lines
• LESSON 5: Elapsed Time using Number Lines (Part 1)
• LESSON 6: Elapsed Time using Number Lines (Part 2)
• LESSON 7: Unknown End Time
• LESSON 8: Unknown Start Time
• LESSON 9: Unit Review Game
• UNIT CLOSURE: Post-Test & Activity

STANDARD:

• 3.MD.1 - Tell and write time to the nearest minute and measure time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes, e.g., by representing the problem on a number line diagram.

• UNIT INTRO: Pre-Test & Activity
• LESSON 1: Explore Mass
• LESSON 2: All About the Gram
• LESSON 3: Measure Objects using Metric Units
• LESSON 4: Explore Mass using Customary Units
• LESSON 5: Explore Liquid Volume
• LESSON 6: Measure Liquid Volume using Metric Units
• LESSON 7: Liquid Volume and Customary Units
• LESSON 8: Solve Word Problems
• LESSON 9: Unit Review Game
• UNIT CLOSURE: Post-Test & Activity

STANDARD:

• 3.MD.2 - Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l). Add, subtract, multiply, or divide to solve one-step word problems involving masses or volumes that are given in the same units.

• UNIT INTRO: Pre-Test & Activity

• LESSON 1: Tally Charts
• LESSON 2: Read and Interpret Bar Graphs
• LESSON 3: Create Bar Graphs
• LESSON 4: Read and Interpret Picture Graphs
• LESSON 5: Create Picture Graphs
• LESSON 6: Measure Length
• LESSON 7: Create Line Plots
• LESSON 8: Solve Graph Problems (Line Plot, Picture and Bar Graphs)
• LESSON 9: Unit Review Game
• UNIT CLOSURE: Post-Test & Activity

STANDARDS:

• 3.MD.3 - Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step “how many more” and “how many less” problems using information presented in scaled bar graphs. 
• 3.MD.4 - Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units-whole numbers, halves, or quarters.