Unit 1 Base Ten

Overview Students will use place value understanding to round to the nearest ten
and hundred and add and subtract within 1,000.
Length of Time Weeks 1-4 (4 Weeks)
Standards 10.NBT.1 use place value understanding to round whole numbers
to the nearest 10 or 100
11.NBT.2 add and subtract fluently within 1000 using strategies
and algorithms based on place value, properties of operations,
and/or the relationship between addition and subtraction
Prior Knowledge Add and subtract fluently within 100 using strategies based on
place value, properties of operations, and/or the relationship
between addition and subtraction. (2nd)
Add and subtract within 1000, using concrete models or drawings
and strategies based on place value, properties of operations,
and/or the relationship between addition and subtraction; relate the
strategy to a written method. (2nd)
Unit 2 Multiplication and Division Relationships
Overview Students will solve equations and develop expressions involving
multiplication and division.
Length of Time Weeks 5-9 (5 Weeks)
Standards 1.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 (e.g.,
describe a context in which a total number of objects can be
expressed as 5 x 7)]
2.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; how many are in each
group?), or as a number of shares when 56 objects are partitioned
into equal shares of 8 objects each; how many groups can you
make? (e.g., describe a context in which a number of shares or a
number of groups can be expressed as 56 8)
3.OA.3 apply multiplication and division within 100 (products or
dividends 0 - 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)
4.OA.4 determine the unknown whole number in a multiplication
or division equation relating three whole numbers using the
inverse relationship of multiplication and division (e.g., determine
the unknown number that makes the equation true in each of the
equations 8 x ? = 48; 5 = 3, 6 x 6 = )
12.NBT.3 multiply one-digit whole numbers by multiples of 10 in
the range 10 90 (e.g., 9 x 80, 5 x 60) using strategies based on
place value and properties of operations
Prior Knowledge Determine whether a group of objects (up to 20) has an odd or
even number of members. (2nd)
 Apply the use of repeated addition (skip counting), model arrays
up to 5 rows and 5 columns to determine a total number of objects,
and write an equation to express the total as a sum of two equal
addends. (2nd)

Unit 3 Multiplication and Division Properties

Overview Students will apply properties of multiplication to expressions, word
problems, and equations.
Length of Time Weeks 10-13(4 Weeks)
Standards 5.OA.5 apply commutative, associative, and distributive properties
as strategies to multiply and divide (e.g., If 6 x 4 = 24 is known,
then 4 x 6 = 24 is also known (commutative property of
multiplication); 3 x 5 x 2 can be found by 3 x 5 = 15, then 15 x 2 =
30, or by 5 x 2 = 10, then 3 x 10 = 30 (associative property of
multiplication), knowing that 8 x 5 = 40 and 8 x 2 = 16, then one
can find 8 x 7 as 8 x (5 + 2) = (8 x 5) + (8 x 2) = 40 + 16 = 56
(distributive property))
6.OA.6 understand division as an unknown-factor problem (e.g.,
find 32 8 by finding the number that makes 32 when multiplied
by 8)

Prior Knowledge Apply the use of repeated addition (skip counting), model arrays
up to 5 rows and 5 columns to determine a total number of objects,
and write an equation to express the total as a sum of two equal
addends. (2nd)
Unit 4 Addition and Multiplication Patterns
Overview Students will use their knowledge of multiplication and addition
operations to determine patterns.
Length of Time Weeks 14-16 (3 Weeks)
Standards 8.OA.8 solve two-step word problems using the four operations.
Represent these problems using equations with a letter standing
for the unknown quantity. Assess the reasonableness of answers
using mental computation and estimation strategies including
rounding. This standard is limited to problems posed with whole
numbers and having whole number answers; students should know
how to perform operations in the conventional order where there
are no parentheses to specify a particular order (order of
operations).
9.OA.9 identify arithmetic patterns (including patterns in the
addition table or multiplication table), and explain them using
properties of operations (e.g., observe that 4 times a number is
always even, and explain why 4 times a number can be
decomposed into two equal addends)
Prior Knowledge Add and subtract within 1000, using concrete models or drawings
and strategies based on place value, properties of operations,
 and/or the relationship between addition and subtraction; relate the
strategy to a written method. (2nd)
End of Semester Review/ Testing
Weeks 17-18
Second Semester Begins
Unit 5 Geometry
Overview Students will use identify shapes and reason about their attributes.
Length of Time Weeks 1-4 (4 Weeks)
Standards 35.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.
36.G.2 partition shapes into parts with equal areas. Express the
area of each part as a unit fraction of the whole (e.g., partition a
shape into 4 parts with equal area, and describe the area of each
part as 1/4 of the area of the shape)
Prior Knowledge Classify objects into given categories; count the numbers of
Needed objects in each category and sort the categories by count (K)
Name shapes correctly regardless of their orientations or overall
size. (K)
Classify shapes as two-dimensional. (K)
Distinguish between defining attributes versus non-defining
attributes; build and draw shapes to possess defining attributes.
(1st)
Recognize and draw shapes having specified attributes, such as a
given number of angles or a given number of equal faces and
identify triangles, quadrilaterals, pentagons, hexagons, and cubes.
(2nd)
Partition a rectangle into rows and columns of same-size squares
and count to find the total number of them. (2nd)
Partition circles and rectangles into two, three, or four equal
shares, describe the shares using the words halves, thirds, half of, a
third of, etc., and describe the whole as two halves, three thirds,
four fourths. Recognize that equal shares of identical wholes need
not have the same shape. (2nd)
Unit 6 Fractions
Overview Students will develop an understanding of fractions through visual models
and number lines.
Length of Time Weeks 5-11 (7 Weeks)
Standards 13.NF.1 understand a fraction 1/b as the quantity formed by 1 part
when a whole is partitioned into b equal parts (unit fraction);
understand a fraction a/b as the quantity formed by a parts of size
 1/b. For example, 3/4 means there are three 1/4 parts, so 3/4 =
1/4+1/4+1/4
14.NF.2 recognize a fraction as a number on the number line;
represent fractions on a number line diagram
15.NF.2_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.
Recognize that a unit fraction 1/b is located 1/b whole unit from 0
on the number line
16.NF.2_b represent a non-unit fraction a/b on a number line
diagram by marking off a lengths 1/b (unit fractions) from 0 and
recognize that the resulting interval has size a/b and that its
endpoint locates the non-unit fraction a/b on the number line
17.NF.3 explain equivalence of fractions through reasoning with
visual fraction models. Compare fractions by reasoning about their
size
18.NF.3_a recognize two fractions as equivalent (equal) if they are
the same size or the same point on a number line
19.NF.3_b recognize and generate simple equivalent fractions
with denominators of 2, 3, 4, 6, and 8. (e.g., 1/2 = 2/4, 4/6 = 2/3);
explain why the fractions are equivalent by using a visual fraction
model
20.NF.3_c express whole numbers as fractions and recognize
fractions that are equivalent to whole numbers (e.g., express 3 in
the form 3 = 6/2 (3 wholes is equal to six halves); recognize that
3/1 = 3; locate 4/4 and 1 at the same point of a number line
diagram)
21.NF.3_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 and record the results of comparisons with the
symbols >, =, or <, and justify the conclusions (e.g., by using a
visual fraction model)
Prior Knowledge Partition a rectangle into rows and columns of same-size squares
Needed and count to find the total number of them. (2nd)
Partition circles and rectangles into two, three, or four equal
shares, describe the shares using the words halves, thirds, half of, a
third of, etc., and describe the whole as two halves, three thirds,
four fourths. Recognize that equal shares of identical wholes need
not have the same shape. (2nd)
Unit 7 Measurement
Overview Students will reason through problems involving different units of
measurement.
Length of Time Weeks 12-16 (5 Weeks)
Standards 22.MD.1 tell and write time to the nearest minute and measure
elapsed 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, drawing a
pictorial representation of a clock face. etc.)
23.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 (e.g., by using drawings such as a beaker with a
measurement scale, to represent the problem)
34.MD.8 solve real world and mathematical problems involving
the perimeters of polygons, including finding the perimeter given
the side lengths, finding an unknown side length, and exhibiting
rectangles with the same perimeters and different areas or the
same areas with different perimeters
24.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 (e.g., draw a bar graph
in which each square in the bar graph might represent 5 pets)
25.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
Prior Knowledge Tell and write time to the nearest hour and half-hour using analog
Needed and digital clocks. (1st)
Use analog and digital clocks to tell and write time to the nearest
five minutes using AM and PM. (2nd)
measure length by determining, selecting and using an appropriate
tool and unit. (2nd)
Generate measurement data by measuring lengths of several
objects to the nearest whole unit, or by making repeated
measurements of the same object. Show the measurements by
making a line plot, where the horizontal scale is marked off in
whole-number units. (2nd)
End of Year Review/ Testing
Weeks 17-18

Reference
Gwinnett County Public Schools. (n.d.). Academic Knowledge Skills. Retrieved October 22,
2017, from https://publish.gwinnett.k12.ga.us/gcps/wcm/myconnect/a1016a54-f10c-4790-92d4-
06c2b68f7221/2017-18_AKS_Grade_Booklet_3rd.pdf?MOD=AJPERES