WHCSD Scope and Sequence Third Grade Mathematics 2021-2022

Third Grade Mathematics Scope and Sequence

Quarter 1
Domain Operations & Algebraic Thinking Numbers & Operation in Measurement & Data
Base Ten
Standard 3.OA.1 Interpret products of whole numbers, e.g., interpret 5 x 7 as the total number of 3.NBT.2 Fluently add and 3.MD.1 Work with time and
objects in 5 groups of 7 objects each. (Note: These standards are written with the convention subtract within 1,000 using money. a. Tell and write time
that a x b means a groups of b objects each; however, because of the commutative property, strategies and algorithms based to the nearest minute.
students may also interpret 5 x 7 as the total number of objects in 7 groups of 5 objects each). on place value, properties of Measure time intervals in
operations, and/or the minutes (within 90 minutes).
3.OA.3 Use multiplication and division within 100 to solve word problems in situations relationship between addition
involving equal groups, arrays, and measurement quantities, e.g., by using drawings and and subtraction. 3.MD.3 Create scaled picture
equations with a symbol for the unknown number to represent the problem. See Table 2, page graphs to represent a data set
96. Drawings need not show details, but should show the mathematics in the problem. (This with several categories. Create
applies wherever drawings are mentioned in the Standards.) scaled bar graphs to represent
a data set with several
3.OA.4 Determine the unknown whole number in a multiplication or division equation relating categories. Solve two-step
three whole numbers. For example, determine the unknown number that makes the equation “how many more” and “how
true in each of the equations 8 × □ = 48; 5 = □÷ 3; 6 × 6 = □. many less” problems using
information presented in the
3.OA.7 Fluently multiply and divide within 100, using strategies such as the relationship scaled graphs. For example,
between multiplication and division, e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8, or create a bar graph in which
properties of operations. Limit to division without remainders. By the end of Grade 3, know each square in the bar graph
from memory all products of two one-digit numbers. might represent 5 pets, then
determine how many
3.OA.8 Solve two-step word problems using the four operations. Represent these problems more/less in two given
using equations with a letter or a symbol, which stands for the unknown quantity. Assess the categories.
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 may use parentheses for clarification since algebraic order of
operations is not expected.

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.
Resource Ready - Unit 1 & 3; Bridges – Unit 1 and 2 Ready – Unit 2; Bridges – Unit Ready – Unit 5; Bridges –
1 Unit 1
 WHCSD Scope and Sequence Third Grade Mathematics 2021-2022

Quarter 2
Domain Operations & Algebraic Thinking Numbers & Numbers & Operations – Fractions Measurement & Data Geometry
Operations In
Base Ten
Standard 3.OA.3 Use multiplication and division 3.NBT.1 Use place 3.NF.1 Understand a fraction 1 /b 3.MD.1 Work with time and 3.G.2 Partition shapes
within 100 to solve word problems in value as the quantity formed by 1 part money. a. Tell and write time into parts with equal
situations involving equal groups, understanding to when a whole is partitioned into b to the nearest minute. areas. Express the area
arrays, and measurement quantities, round whole equal parts; understand a fraction a Measure time intervals in of each part as a unit
e.g., by using drawings and equations numbers to the minutes (within 90 minutes). fraction of the whole.
/b as the quantity formed by a
with a symbol for the unknown nearest 10 or 100. Solve real-world problems For example, partition a
number to represent the problem.
parts of size 1 /b. involving addition and shape into 4 parts with
See Table 2, page 96. Drawings need 3.NBT.2 Fluently subtraction of time intervals equal area, and describe
not show details, but should show the add and subtract 3.NF.2 Understand a fraction as a (elapsed time) in minutes, the area of each part as
mathematics in the problem. (This within 1,000 using number on the number line; represent e.g., by representing the 1/4 of the area of the
applies wherever drawings are strategies and fractions on a number line diagram. a. problem on a number line shape.
mentioned in the Standards.) algorithms based Represent a fraction 1 /b on a number diagram or clock. b. Solve
on place value, line diagram by defining the interval word problems by adding
3.OA.7 Fluently multiply and divide properties of from 0 to 1 as the whole and and subtracting within 1,000,
within 100, using strategies such as operations, partitioning it into b equal parts. dollars with dollars and cents
the relationship between and/or the Recognize that each part has size 1 /b with cents (not using dollars
multiplication and division, e.g., relationship and that the endpoint of the part and cents simultaneously)
knowing that 8 × 5 = 40, one knows between addition based at 0 locates the number 1 /b on using the $ and ₵ symbol
40 ÷ 5 = 8, or properties of and subtraction. the number line. b. Represent a appropriately (not including
operations. Limit to division without fraction a /b (which may be greater decimal notation).
remainders. By the end of Grade 3, than 1) on a number line diagram by
know from memory all products of marking off a lengths 1 /b from 0. 3.MD.2 Measure and
two one-digit numbers. Recognize that the resulting interval estimate liquid volumes and
3.OA.8 Solve two-step word problems has size a /b and that its endpoint masses of objects using
using the four operations. Represent locates the number a /b on the standard units of grams,
these problems using equations with number line. kilograms, and liters. Add,
a letter or a symbol, which stands for subtract, multiply, or divide
the unknown quantity. Assess the 3.NF.3 Explain equivalence of fractions whole numbers to solve one-
reasonableness of answers using in special cases, and compare fractions step word problems
mental computation and estimation by reasoning about their size. involving masses or volumes
strategies including rounding. This a. Understand two fractions as that are given in the same
standard is limited to problems posed equivalent (equal) if they are the same units, e.g., by using drawings
with whole numbers and having size or the same point on a number (such as a beaker with a
whole-number answers. Students line. measurement scale) to
may use parentheses for clarification b. Recognize and generate simple represent the problem.
equivalent fractions, e.g., 1 /2 = 2 /4, 4 Excludes multiplicative
 WHCSD Scope and Sequence Third Grade Mathematics 2021-2022

since algebraic order of operations is /6 = 2 /3. Explain why the fractions are comparison problems
not expected. equivalent, e.g., by using a visual involving notions of "times as
fraction model. much"
3.OA.9 Identify arithmetic patterns c. Express whole numbers as fractions,
(including patterns in the addition and recognize fractions that are
table or multiplication table), and equivalent to whole numbers.
explain them using properties of Examples: Express 3 in the form 3 = 3
operations. For example, observe that /1; recognize that 6 /1 = 6; locate 4 /4
4 times a number is always even, and and 1 at the same point of a number
explain why 4 times a number can be line diagram.
decomposed into two equal addends. 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 visual fraction models.
Resource Ready – Unit 1 & 3; Bridges – Unit 3 & Ready – Unit 2; Ready – Unit 4 Ready – Unit 5; Bridges – Ready – Unit 6
4 Bridges – Unit 2 Unit 4
 WHCSD Scope and Sequence Third Grade Mathematics 2021-2022

Quarter 3
Domain Operations & Algebraic Thinking Numbers & Operations – Measurement & Data Geometry
Fractions
Standard 3.OA.1 Interpret products of whole numbers, e.g., 3.NF.2 Understand a fraction as a 3.MD.1 Work with time and money. a. Tell 3.G.1 Draw and describe
interpret 5 x 7 as the total number of objects in 5 number on the number line; and write time to the nearest minute. triangles, quadrilaterals
groups of 7 objects each. (Note: These standards are represent fractions on a number Measure time intervals in minutes (within 90 (rhombuses, rectangles,
written with the convention that a x b means a line diagram. a. Represent a minutes). Solve real-world problems and squares), and
groups of b objects each; however, because of the fraction 1 /b on a number line involving addition and subtraction of time polygons (up to 8 sides)
commutative property, students may also interpret diagram by defining the interval intervals (elapsed time) in minutes, e.g., by based on the number of
5 x 7 as the total number of objects in 7 groups of 5 from 0 to 1 as the whole and representing the problem on a number line sides and the presence
objects each). partitioning it into b equal parts. diagram or clock. b. Solve word problems by or absence of square
Recognize that each part has size adding and subtracting within 1,000, dollars corners (right angles).
3.OA.2 Interpret whole-number quotients of whole 1 /b and that the endpoint of the with dollars and cents with cents (not using
numbers, e.g., interpret 56 ÷ 8 as the number of part based at 0 locates the dollars and cents simultaneously) using the $
objects in each share when 56 objects are number 1 /b on the number line. and ₵ symbol appropriately (not including
partitioned equally into 8 shares, or as a number of b. Represent a fraction a /b decimal notation).
shares when 56 objects are partitioned into equal (which may be greater than 1) on
shares of 8 objects each. For example, describe a a number line diagram by 3.MD.3 Create scaled picture graphs to
context in which a number of shares or a number of marking off a lengths 1 /b from 0. represent a data set with several categories.
groups can be expressed as 56 ÷ 8. Recognize that the resulting Create scaled bar graphs to represent a data
interval has size a /b and that its set with several categories. Solve two-step
3.OA.3 Use multiplication and division within 100 to endpoint locates the number a /b “how many more” and “how many less”
solve word problems in situations involving equal on the number line. problems using information presented in the
groups, arrays, and measurement quantities, e.g., by scaled graphs. For example, create a bar
using drawings and equations with a symbol for the 3.NF.3 Explain equivalence of graph in which each square in the bar graph
unknown number to represent the problem. See fractions in special cases, and might represent 5 pets, then determine how
Table 2, page 96. Drawings need not show details, compare fractions by reasoning many more/less in two given categories.
but should show the mathematics in the problem. about their size.
(This applies wherever drawings are mentioned in a. Understand two fractions as 3.MD.6 Measure areas by counting unit
the Standards.) equivalent (equal) if they are the squares (square cm, square m, square in,
same size or the same point on a square ft, and improvised units).
3.OA.4 Determine the unknown whole number in a number line.
multiplication or division equation relating three b. Recognize and generate 3.MD.5 Recognize area as an attribute of
whole numbers. For example, determine the simple equivalent fractions, e.g., plane figures and understand concepts
unknown number that makes the equation true in 1 /2 = 2 /4, 4 /6 = 2 /3. Explain of area measurement. a. A square with
each of the equations 8 × □ = 48; 5 = □÷ 3; 6 × 6 = □. why the fractions are equivalent, side length 1 unit, called “a unit square,”
e.g., by using a visual fraction
is said to have “one square unit” of area,
3.OA.5 Apply properties of operations as strategies model.
to multiply and divide. For example, if 6 × 4 = 24 is
and can be used to measure area. b. A
 WHCSD Scope and Sequence Third Grade Mathematics 2021-2022

known, then 4 × 6 = 24 is also known (Commutative c. Express whole numbers as plane figure which can be covered
Property of Multiplication); 3 × 5 × 2 can be found fractions, and recognize fractions without gaps or overlaps by n unit
by 3 × 5 = 15, then 15 × 2 = 30, or by 5 × 2 = 10, then that are equivalent to whole squares is said to have an area of n
3 × 10 = 30 (Associative Property of Multiplication); numbers. Examples: Express 3 in square units.
knowing that 8 × 5 = 40 and 8 × 2 = 16, one can find the form 3 = 3 /1; recognize that
8 × 7 as 8 × (5 + 2) = (8 × 5) + (8 × 2) = 40 + 16 = 56 6 /1 = 6; locate 4 /4 and 1 at the 3.MD.7 Relate area to the operations of
(Distributive Property). Students need not use same point of a number line multiplication and addition. a. Find the area
formal terms for these properties. diagram. of a rectangle with whole-number side
d. Compare two fractions with lengths by tiling it, and show that the area is
3.OA.6 Understand division as an unknown-factor the same numerator or the same the same as would be found by multiplying
problem. For example, find 32 ÷ 8 by finding the denominator by reasoning about the side lengths. b. Multiply side lengths to
number that makes 32 when multiplied by 8. their size. Recognize that find areas of rectangles with whole-number
comparisons are valid only when side lengths in the context of solving real-
3.OA.7 Fluently multiply and divide within 100, using the two fractions refer to the world and mathematical problems, and
strategies such as the relationship between same whole. Record the results represent whole-number products as
multiplication and division, e.g., knowing that 8 × 5 = of comparisons with the symbols rectangular areas in mathematical
40, one knows 40 ÷ 5 = 8, or properties of >, =, or > and justify the reasoning. c. Use tiling to show in a concrete
operations. Limit to division without remainders. By conclusions, e.g., by using visual case that the area of a rectangle with whole
the end of Grade 3, know from memory all products fraction models. number side lengths a and b + c is the sum
of two one-digit numbers. of a × b and a × c (represent the distributive
property with visual models including an
3.OA.8 Solve two-step word problems using the four area model). d. Recognize area as additive.
operations. Represent these problems using Find the area of figures composed of
equations with a letter or a symbol, which stands for rectangles by decomposing into non-
the unknown quantity. Assess the reasonableness of overlapping rectangles and adding the areas
answers using mental computation and estimation of the non-overlapping parts, applying this
strategies including rounding. This standard is technique to solve real-world problems.
limited to problems posed with whole numbers and
having whole-number answers. Students may use 3.MD.8 Solve real -world and mathematical
parentheses for clarification since algebraic order of problems involving perimeters of polygons,
operations is not expected. including finding the perimeter given the
side lengths, finding an unknown side
length, and exhibiting rectangles with the
same perimeter and different areas or with
the same area and different perimeters.
Resource Ready – Unit 1 & 3; Bridges – Unit 5 & 6 Ready – Unit 4; Bridges – Unit 5 & Ready – Unit 5; Bridges – Unit 5 & 6 Ready – Unit 6; Bridges –
6 Unit 6
 WHCSD Scope and Sequence Third Grade Mathematics 2021-2022

Quarter 4
Domain Operations & Algebraic Thinking Numbers & Numbers & Operations – Fractions Measurement & Data Geometry
Operations In Base
Ten
Standard 3.OA.1 Interpret products of whole 3.NBT.3 Multiply 3.NF.2 Understand a fraction as a 3.MD.1 Work with time and 3.G.2 Partition
numbers, e.g., interpret 5 x 7 as the total one-digit whole number on the number line; represent money. a. Tell and write time shapes into parts
number of objects in 5 groups of 7 numbers by fractions on a number line diagram. a. to the nearest minute. with equal areas.
objects each. (Note: These standards are multiples of 10 in Represent a fraction 1 /b on a number Measure time intervals in Express the area of
written with the convention that a x b the range 10-90, line diagram by defining the interval minutes (within 90 minutes). each part as a unit
means a groups of b objects each; e.g., 9 × 80, 5 × 60 from 0 to 1 as the whole and Solve real-world problems fraction of the
however, because of the commutative using strategies partitioning it into b equal parts. involving addition and whole. For
property, students may also interpret 5 x based on place Recognize that each part has size 1 /b subtraction of time intervals example, partition
7 as the total number of objects in 7 value and and that the endpoint of the part (elapsed time) in minutes, a shape into 4
groups of 5 objects each). properties of based at 0 locates the number 1 /b on e.g., by representing the parts with equal
operations. the number line. b. Represent a problem on a number line area, and describe
3.OA.2 Interpret whole-number fraction a /b (which may be greater diagram or clock. b. Solve the area of each
quotients of whole numbers, e.g., than 1) on a number line diagram by word problems by adding and part as 1/4 of the
interpret 56 ÷ 8 as the number of objects marking off a lengths 1 /b from 0. subtracting within 1,000, area of the shape.
in each share when 56 objects are Recognize that the resulting interval dollars with dollars and cents
partitioned equally into 8 shares, or as a has size a /b and that its endpoint with cents (not using dollars
number of shares when 56 objects are locates the number a /b on the and cents simultaneously)
partitioned into equal shares of 8 objects number line. using the $ and ₵ symbol
each. For example, describe a context in appropriately (not including
which a number of shares or a number of 3.NF.3 Explain equivalence of fractions decimal notation).
groups can be expressed as 56 ÷ 8. in special cases, and compare fractions
by reasoning about their size. 3.MD.4 Generate
3.OA.3 Use multiplication and division a. Understand two fractions as measurement data by
within 100 to solve word problems in equivalent (equal) if they are the same measuring lengths using rulers
situations involving equal groups, arrays, size or the same point on a number marked with halves and
and measurement quantities, e.g., by line. fourths of an inch. Show the
using drawings and equations with a b. Recognize and generate simple data by creating a line plot,
symbol for the unknown number to equivalent fractions, e.g., 1 /2 = 2 /4, 4 where the horizontal scale is
represent the problem. See Table 2, page /6 = 2 /3. Explain why the fractions are marked off in appropriate
96. Drawings need not show details, but equivalent, e.g., by using a visual units—whole numbers,
should show the mathematics in the fraction model. halves, or quarters.
problem. (This applies wherever c. Express whole numbers as fractions,
drawings are mentioned in the and recognize fractions that are 3.MD.7 Relate area to the
Standards.) equivalent to whole numbers. operations of multiplication
Examples: Express 3 in the form 3 = 3 and addition.
 WHCSD Scope and Sequence Third Grade Mathematics 2021-2022

3.OA.4 Determine the unknown whole /1; recognize that 6 /1 = 6; locate 4 /4 a. Find the area of a rectangle
number in a multiplication or division and 1 at the same point of a number with whole-number side
equation relating three whole numbers. line diagram. lengths by tiling it, and show
For example, determine the unknown d. Compare two fractions with the that the area is the same as
number that makes the equation true in same numerator or the same would be found by multiplying
each of the equations 8 × □ = 48; 5 = □÷ denominator by reasoning about their the side lengths.
3; 6 × 6 = □. size. Recognize that comparisons are b. Multiply side lengths to find
valid only when the two fractions refer areas of rectangles with
3.OA.5 Apply properties of operations as to the same whole. Record the results whole-number side lengths in
strategies to multiply and divide. For of comparisons with the symbols >, =, the context of solving real-
example, if 6 × 4 = 24 is known, then 4 × or > and justify the conclusions, e.g., by world and mathematical
6 = 24 is also known (Commutative using visual fraction models. problems, and represent
Property of Multiplication); 3 × 5 × 2 can whole-number products as
be found by 3 × 5 = 15, then 15 × 2 = 30, rectangular areas in
or by 5 × 2 = 10, then 3 × 10 = 30 mathematical reasoning. c.
(Associative Property of Multiplication); Use tiling to show in a
knowing that 8 × 5 = 40 and 8 × 2 = 16, concrete case that the area of
one can find 8 × 7 as 8 × (5 + 2) = (8 × 5) + a rectangle with whole
(8 × 2) = 40 + 16 = 56 (Distributive number side lengths a and b +
Property). Students need not use formal c is the sum of a × b and a × c
terms for these properties. (represent the distributive
property with visual models
3.OA.6 Understand division as an including an area model).
unknown-factor problem. For example, d. Recognize area as additive.
find 32 ÷ 8 by finding the number that Find the area of figures
makes 32 when multiplied by 8. composed of rectangles by
decomposing into non-
3.OA.7 Fluently multiply and divide overlapping rectangles and
within 100, using strategies such as the adding the areas of the non-
relationship between multiplication and overlapping parts, applying
division, e.g., knowing that 8 × 5 = 40, this technique to solve real-
one knows 40 ÷ 5 = 8, or properties of world problems.
operations. Limit to division without
remainders. By the end of Grade 3, know 3.MD.8 Solve real -world and
from memory all products of two one- mathematical problems
digit numbers. involving perimeters of
polygons, including finding
3.OA.8 Solve two-step word problems the perimeter given the side
using the four operations. Represent lengths, finding an unknown
 WHCSD Scope and Sequence Third Grade Mathematics 2021-2022

these problems using equations with a side length, and exhibiting

letter or a symbol, which stands for the rectangles with the same
unknown quantity. Assess the perimeter and different areas
reasonableness of answers using mental or with the same area and
computation and estimation strategies different perimeters.
including rounding. This standard is
limited to problems posed with whole
numbers and having whole-number
answers. Students may use parentheses
for clarification since algebraic order of
operations is not expected.

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.

Resource Ready – Unit 1 & 3; Bridges – Unit 7 Ready – Unit 2; Ready – Unit 4; Bridges – Unit 7 Ready – Unit 5 Ready – Unit 6
Bridges – Unit 7
 WHCSD Scope and Sequence Third Grade Mathematics 2021-2022

Quarter 1 Learning Targets

Ohio Learning Targets Notes
Standard
Interpret products of whole number.
Interpret the “x” symbol as meaning equal groups of objects (multiplication). ¹ Write equations to represent arrays, explain
3.OA.1 using terms such as “groups of ”
Explore the commutative aspect of multiplication by building arrays and area models. ¹
3.OA.3 (Introductory) Use multiplication within 100 to solve word problems in situations involving See Table 2 in the Appendix for word problem
equal groups and arrays by using drawings and equations with a symbol for the unknown examples, Mastery expected in Quarter 2
number to represent the problem.
3.OA.4 Determine the unknown whole-number in a multiplication equation relating three whole See example in standard. Spirals back in Quarter
numbers. 3 when division is added.
Apply properties of operations as strategies to multiply. See standard for example and Appendix, Table 3
Develop the conceptual understanding that multiplying a factor by 0 results in zero. ¹
3.OA.5
3.OA.5 & 7 Explain and apply flexibility with the different strategies or properties of multiplication. ¹ See Appendix, Table 3 for explanation
3.OA.7 (Introductory) Use strategies to solve to multiply within 100. Fluency is expected in Quarter 3; spirals in
Quarter 2 & 3; division added in quarter 3; see
standard for examples
(Introductory) Solve two-step word problems using addition, subtraction and/or Mastery expected in Quarter 2; division gets
multiplication. added in Quarter 3
3.OA.8 (Introductory) Represent two-step word problems using equations with a letter or a
symbol, which stands for the unknown quantity.
Assess the reasonableness of answers using mental computation and estimation
strategies.
3.OA.9 Identify arithmetic patterns among basic addition and subtraction facts. See standard for examples
Explain identified arithmetic patterns using properties of operations.
Fluently add 2-and 3-digit numbers using strategies and algorithms based on place value, Builds on in Quarter 2 with adding and
properties of operations, and/or the relationship between addition and subtraction. subtracting 4-digit numbers; review place value
3.NBT.2 Generalize computation strategies of addition that will apply to larger numbers. ¹ concepts (ones place, tens place, 10 ones = 1 ten,
Fluently subtract 2-and 3-digit numbers using strategies and algorithms based on place etc.)
value, properties of operations, and/or the relationship between addition and
subtraction.
Generalize computation strategies of subtraction that will apply to larger numbers. ¹
 WHCSD Scope and Sequence Third Grade Mathematics 2021-2022

3.NBT.2
(Review from 1st & 2nd Grade) Identify time to the hour, half hour and 5 minute interval. Review skill to help prepare scholars to tell time
3.MD.1 to the minute in Quarter 2.
Create scaled picture graphs to represent data set with several categories.
Solve two-step “how many more” and “how many less” problems using information
presented in scaled picture graphs.
3.MD.3 Create scaled bar graphs to represent a data set with several categories.
Solve two-step “how many more” and “how many less” problems using information
presented in scaled bar graphs.
¹ Instructional Focus recommended by the ODE’s Mathematics Model Curriculum; Learning Target needed for complete standard mastery
 WHCSD Scope and Sequence Third Grade Mathematics 2021-2022

Quarter 2 Learning Targets

Ohio Learning Targets Notes
Standard
3.OA.3 Use multiplication within 100 to solve word problems in situations involving equal groups and Mastery is expected in this quarter, but it
arrays by using drawings and equations with a symbol for the unknown number to represent the will continue to spiral Quarter 3 & 4 adding
problem. in division.
3.OA.7 Use strategies to solve to multiply within 100. Fluency is expected in Quarter 3; division
added in quarter 3, see standard for
examples
Solve two-step word problems using addition, subtraction and/or multiplication.
Represent two-step word problems using equations with a letter or a symbol, which stands for
3.OA.8 the unknown quantity.
Assess the reasonableness of answers using mental computation and estimation strategies Rounding added as a strategy (not in
including rounding. Quarter 1)
3.OA.9 Identify arithmetic patterns among basic multiplication facts.
Explain identified arithmetic patterns using properties of operations. See standard for an example
Use place value understanding to round numbers to the nearest 10 up to 3-digits.
Use place value understanding to round numbers to the nearest 100 up to 3-digits.
Explore rounding by using the location of a given number on a model (e.g. a number line, number
chart, etc.). ¹
3.NBT.1 Explore the purposes of rounding. ¹
Identify all numbers that will round to a chosen number. ¹ See model curriculum for example pg. 21
Fluently add within 1,000 using strategies and algorithms based on place value, properties of
operations, and/or the relationship between addition and subtraction.
Generalize computation strategies of addition that will apply to larger numbers. ¹
Fluently subtract within 1,000 using strategies and algorithms based on place value, properties of
3.NBT.2 operations, and/or the relationship between addition and subtraction.
Generalize computation strategies of subtraction that will apply to larger numbers. ¹
Identify if a whole is divided into equal parts. ¹
Represent fractions on a number line between 0 and 1. The model curriculum gives clarity on
3.NF.2 learning expectations pg. 25; builds on with
fractions greater than 1 in Quarter 3
 WHCSD Scope and Sequence Third Grade Mathematics 2021-2022

Represent a fraction on a number line diagram by defining the interval between 0 and 1 as the
whole and partitioning it into equal parts.
Understand two fractions as equivalent if they are the same size or the same point on a number
line.
2.NF.3 (Introductory) Recognize simple equivalent fractions. See standard for examples; mastery
(Introductory) Generate simple equivalent fractions. expected in Quarter 3
(Introductory) Explain why fractions are equivalent. A visual fraction model could be used;
Mastery expected in Quarter 3
3.MD.1 Tells time to the nearest minute. Elapsed time comes in Quarter 3
Writes time to the nearest minute.
Measure liquid volumes using standard units of liters.
Estimate liquid volumes using standard units of liters.
Solve one-step word problems involving whole-number volumes that are given in the same unit. Add, subtract, multiply and divide as needed
by given problem
3.MD.2 Measure masses of objects using standard units of grams and kilograms.
Estimate masses of objects using standard units of grams and kilograms.
Solve one-step word problems involving whole-number masses that are given in the same unit. Add, subtract, multiply and divide as needed
by given problem
Create scaled line plot to represent data set with several categories. Length measurements can be generated &
Solve two-step “how many more” and “how many less” problems using information presented in used to create line plot, scale of line plot can
3.MD.3 scaled line plot. be whole numbers, halves or quarters¹
Partition shapes into equal areas.
Express the area of each part as a unit fraction of the whole. Ex. shape divided into 4 parts ; area of each
3.G.2 part = ¼; teach with NF standards
¹ Instructional Focus recommended by the ODE’s Mathematics Model Curriculum; Learning Target needed for complete standard mastery
 WHCSD Scope and Sequence Third Grade Mathematics 2021-2022

Quarter 3 Learning Targets

Ohio Learning Targets Notes
Standard
Interpret whole-number quotients of whole-numbers. See standard for examples
3.OA.2 Interpret the “÷” symbols as meaning partitioning the total into equal groups or an equal number in each
group. ¹
Use multiplication within 100 to solve word problems in situations involving equal groups and
arrays by using drawings and equations with a symbol for the unknown number to represent the
3.OA.3 problem.
(Introductory) Use division within 100 to solve word problems in situations involving equal Mastery expected in Quarter 4
groups and arrays by using drawings and equations with a symbol for the unknown number to
represent the problem.
Determine the unknown whole-number in a multiplication equation relating three whole Mastery expected in Quarter 1; spiral back
3.OA.4 numbers. for review
Determine the unknown whole-number in a division equation relating three whole numbers.
Apply properties of operations as strategies to divide. See standard for example and Appendix
3.OA.5 Table 3
Explain and apply flexibility with the different strategies or properties of multiplication. ¹
3.OA.6 Understand division as an unknown-factor problem. See standard for example.
3.OA.7 Fluently multiply within 100.
(Introductory) Use strategies to solve division facts within 100. Mastery expected in Quarter 4
Solve two-step word problems using the four operations. Division added, Mastery expected in Quarter
Represent two-step word problems using equations with a letter or a symbol, which stands for 4
3.OA.8 the unknown quantity.
Assess the reasonableness of answers using mental computation and estimation strategies
including rounding.
3.NF.2 Represent fractions on a number line between 0 and 1 and greater than 1 by marking off lengths.
Measure time intervals in minutes (within 90 minutes). Problems can be represented on a number
line, clock, etc.
Solve real-world problems involving addition and subtraction of time intervals (elapsed time) in
3.MD.1 minutes.
Solve word problems by adding within 1,000, dollars with dollars and cents with cents using the Not to include decimal notation, use dollar
appropriate symbols. and cent symbols appropriately
 WHCSD Scope and Sequence Third Grade Mathematics 2021-2022

3.MD.6 Measure area by counting unit squares (square cm, square m, square in., square ft., and
improvised units).
3.MD.7 Find the area of a rectangle with whole-number side lengths by tiling it.
Find the area of a rectangle with whole-number side lengths by multiplying side lengths.

Multiply side lengths to find areas of rectangles with whole-number side lengths in the context of
real-world problems.
Use tiling to show in a concrete case that the area of a rectangle with whole number sides Represent distributive property with visual
lengths a and b + c is the sum of a x b and a x c. model including area model
Recognize area as additive.
Find the area of figures composed of rectangles by decomposing into non-overlapping rectangles
3.MD.7 and adding the areas of the non-overlapping parts.
Find the area of figures composed of rectangles by decomposing into non-overlapping rectangles
and adding the areas of the non-overlapping parts, applying to solve real-world problems.
Solve mathematical problems involving perimeter of polygons when given side lengths.
Solve mathematical problems involving perimeter of polygons by finding an unknown side
length.
3.MD.8 Solve mathematical problems involving perimeter of polygons exhibiting rectangles with the
same perimeter and different areas or with the same area and different perimeters.
Solve real-world word problems involving perimeter.
Draw triangles, quadrilaterals, (rhombuses, rectangles, and squares) and polygons based on the
number of sides and the presence or absence of square corners.
3.G.1 Describe triangles, quadrilaterals, (rhombuses, rectangles, and squares) and polygons based on
the number of sides and the presence or absence of square corners.
¹ Instructional Focus recommended by the ODE’s Mathematics Model Curriculum; Learning Target needed for complete standard mastery
 WHCSD Scope and Sequence Third Grade Mathematics 2021-2022

Quarter 4 Learning Targets

Ohio Learning Targets Notes
Standard
3.OA.3 Use division within 100 to solve word problems in situations involving equal groups and arrays by
using drawings and equations with a symbol for the unknown number to represent the problem.
3.OA.6 Understand division as an unknown-factor problem. See standard for example.
3.OA.7 Fluently divide within 100.
Solve two-step word problems using the four operations.
Represent two-step word problems using equations with a letter or a symbol, which stands for the
3.OA.8 unknown quantity.
Assess the reasonableness of answers using mental computation and estimation strategies
including rounding.
3.NF.2 Represent fractions on a number line between 0 and 1.
Find the area of figures composed of rectangles by decomposing into non-overlapping rectangles
and adding the areas of the non-overlapping parts.
3.MD.7 Find the area of figures composed of rectangles by decomposing into non-overlapping rectangles
and adding the areas of the non-overlapping parts, applying to solve real-world problems.
Solve mathematical problems involving perimeter of polygons when given side lengths.
3.MD.8 Solve mathematical problems involving perimeter of polygons by finding an unknown side length.
Solve mathematical problems involving perimeter of polygons exhibiting rectangles with the same
3.MD.8 perimeter and different areas or with the same area and different perimeters.
Solve real-world word problems involving perimeter.
¹ Instructional Focus recommended by the ODE’s Mathematics Model Curriculum; Learning Target needed for complete standard mastery