ScopeandSequence Template 2023
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Subject
Industrial Engineering
Date
Feb 20, 2024
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Scope and Sequence
Name: Francesca Suggs Grade Level: 3
rd
Subject Area: Math
Provide a web link to your standards:
https://www.instructure.com/sites/default/files/pdf/MS%20Gr%203%20Math%20Pacing%20Guide
%202023-2024.pdf
https://www.mdek12.org/sites/default/files/Offices/MDE/OA/OSA/Blueprints/
math_blueprints_updated2021_2022_final.pdf
1
st
Nine Weeks
Week 1
August 3
rd-
4th
Monday
Tuesday
Wednesday
Thursday
Back to School
Activities Assessing Prior
Knowledge
Friday
Assessing Prior
Knowledge
Week 2
August 7
th
-
10
th
3.NBT.1
Use place value
understanding to
round whole
numbers to the
nearest 10 or 100.
3.NBT.1
Use place value
understanding
to round whole
numbers to the
nearest 10 or
100.
3.NBT.1
Use place value
understanding to
round whole
numbers to the
nearest 10 or
100.
Grade Level
Planning
3.NBT.1
Use place value
understanding to
round whole
numbers to the
nearest 10 or
100.
Assessment
Week 3
August
14
th
-18th
3.NBT.2
Fluently add and
subtract
(including
subtracting across
zeros) within
1,000 using
strategies and
algorithms based
on place value,
properties of
operations, and/or
the relationship
between addition
and subtraction.
Include problems
with whole dollar
amounts
PLC with Data
Coach
3.NBT.2
Fluently add
and subtract
(including
subtracting
across zeros)
within 1,000
using strategies
and algorithms
based on place
value,
properties of
operations,
and/or the
relationship
between
addition and
subtraction.
Include
problems with
whole dollar
amounts
3.NBT.2
Fluently add and
subtract
(including
subtracting
across zeros)
within 1,000
using strategies
and algorithms
based on place
value, properties
of operations,
and/or the
relationship
between addition
and subtraction.
Include problems
with whole
dollar amounts
Grade Level
Planning
3.NBT.2
Fluently add and
subtract
(including
subtracting
across zeros)
within 1,000
using strategies
and algorithms
based on place
value, properties
of operations,
and/or the
relationship
between
addition and
subtraction.
Include
problems with
whole dollar
amounts
Bi-Weekly
Assessment
Week 4
August 21
st
-
August
25th
3.G.1
Understand that
shapes in
different
categories may
share attributes
and that the
shared attributes
can define a
larger category
Recognize
rhombuses,
rectangles, and
squares as
examples of
quadrilaterals,
and draw
examples of
quadrilaterals that
do not belong to
any of these
subcategories
PLC with Data
Coach
3.G.1
Understand that
shapes in
different
categories may
share attributes
and that the
shared
attributes can
define a larger
category
Recognize
rhombuses,
rectangles, and
squares as
examples of
quadrilaterals,
and draw
examples of
quadrilaterals
that do not
belong to any
of these
subcategories
3.G.1
Understand that
shapes in
different
categories may
share attributes
and that the
shared attributes
can define a
larger category
Recognize
rhombuses,
rectangles, and
squares as
examples of
quadrilaterals,
and draw
examples of
quadrilaterals
that do not
belong to any of
these
subcategories
3.G.1
Understand that
shapes in
different
categories may
share attributes
and that the
shared attributes
can define a
larger category
Recognize
rhombuses,
rectangles, and
squares as
examples of
quadrilaterals,
and draw
examples of
quadrilaterals
that do not
belong to any of
these
subcategories
Assessment
Week 5
August
28
th
-
September
1st
3.G.2
Partition shapes
into parts with
equal areas.
Express the area
of each part as a
unit fraction of
the whole. For
example,
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.
3.G.2
Partition shapes
into parts with
equal areas.
Express the
area of each
part as a unit
fraction of the
whole. For
example,
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.
3.G.2
Partition shapes
into parts with
equal areas.
Express the area
of each part as a
unit fraction of
the whole. For
example,
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.
Grade Level
Planning
3.G.2
Partition shapes
into parts with
equal areas.
Express the area
of each part as a
unit fraction of
the whole. For
example,
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.
Bi-Weekly
Assessment
Week 6
September
4
th
-
September
7
Labor Day
No School
DISTRICT
SNAPSHOT
Assessment of
standards
taught the last
4 Weeks
Teacher will
proctor other
grade level
assessments.
Students will be
provided with
activities to
practices
Teacher will
proctor other
grade level
assessments.
Students will be
provided with
activities to
practices
Review
SNAPSHOT
assessment
results with
students
previous
standards taught.
Grade Level
Planning
previous
standards taught.
Progress
Reports
Week 7
September
11
th
-
September
15th
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
PLC with Data
Coach to review
data from
SNAPSHOT
assessment
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
Interpret
whole-number
quotients of
whole numbers
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
Interpret whole-
number quotients
of whole
numbers
Grade Level
Planning
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
Interpret whole-
number
quotients of
whole numbers
Assessment
Week 8
September
18
th
-
September
22nd
3.OA.1 (Spiral
Standard)
3.OA.2
Interpret whole-
number quotients
of whole numbers
PLC with Data
Coach
3.OA.1 (Spiral
Standard)
3.OA.2
Interpret
whole-number
quotients of
whole numbers
3.OA.1 (Spiral
Standard)
3.OA.2
Interpret whole-
number quotients
of whole
numbers
Grade Level
Planning
3.OA.1 (Spiral
Standard)
3.OA.2
Interpret whole-
number
quotients of
whole numbers
Bi-Weekly
Assessment
Week 9
September
25
th
-
September
29th
3.OA.1 and
3.OA.2 (Spiral
Standards)
3.OA.4
Determine the
unknown whole
number in a
multiplication or
division equation
relating three
whole numbers,
with factors 0-10.
3.OA.1 and
3.OA.2 (Spiral
Standards),
3.OA.4
Determine the
unknown
whole number
in a
multiplication
or division
equation
relating three
whole numbers,
with factors 0-
10.
3.OA.1 and
3.OA.2 (Spiral
Standards)
3.OA.4
Determine the
unknown whole
number in a
multiplication or
division equation
relating three
whole numbers,
with factors 0-
10.
Grade Level
3.OA.1 and
3.OA.2 (Spiral
Standards)
3.OA.4
Determine the
unknown whole
number in a
multiplication or
division
equation relating
three whole
numbers, with
factors 0-10.
Review of
standards
taught to
prepare for 9
Weeks
Benchmark
Assessment
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Planning
2
nd
Nine Weeks
October
2
nd
-October
6th
Monday
Review of standards taught to prepare for 9 Weeks Benchmark Assessment
Tuesday
ELA District
Benchmark
Assessment
Wednesday
Math District
Benchmark
Assessment
Thursday
Review of ELA
and Math
Benchmark
Assessment
Data and
Review with
Students
Friday
Review of ELA
and Math
Benchmark
Assessment
Data and
Review with
Students
Week October 9
th
-
13th
FALL BREAK
FALL
BREAK
FALL BREAK
FALL BREAK
FALL BREAK
Week 1
October
16
th
-19th
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.
PLC with Data
Coach
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.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.
Grade Level
Planning
FALL
FESTIVAL
Report Cards
Honors
Breakfast
Week 2
October 23-
October
27th
3.OA.3 (Spiral
Standard)
3.OA.5
Apply properties
of operations as
strategies to
multiply and
divide
PLA with Data
3.OA.3 (Spiral
Standard)
3.OA.5
Apply
properties of
operations as
strategies to
multiply and
divide
3.OA.3 (Spiral
Standard)
3.OA.5
Apply properties
of operations as
strategies to
multiply and
divide
Grade Level
3.OA.3 (Spiral
Standard)
3.OA.5
Apply properties
of operations as
strategies to
multiply and
divide
Bi-Weekly
Assessment
Coach
Planning
Week 3
October
30
th
-
November
3rd
3.OA.6
Understand
division as an
unknown-factor
problem, where a
remainder does
not exist. For
example, find 32
÷ 8 by finding the
number that
makes 32 when
multiplied by 8
with no
remainder.
PLC with Data
Coach
3.OA.6
Understand
division as an
unknown-factor
problem, where
a remainder
does not exist.
For example,
find 32 ÷ 8 by
finding the
number that
makes 32 when
multiplied by 8
with no
remainder.
3.OA.6
Understand
division as an
unknown-factor
problem, where a
remainder does
not exist. For
example, find 32
÷ 8 by finding
the number that
makes 32 when
multiplied by 8
with no
remainder.
Grade Level
Planning
3.OA.6
Understand
division as an
unknown-factor
problem, where
a remainder does
not exist. For
example, find 32
÷ 8 by finding
the number that
makes 32 when
multiplied by 8
with no
remainder.
Assessment
Week 4
November
6
th
-
November
10th
3.OA.6
Fluently multiply
and divide 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.
Know from
memory all
products of two
one-digit
numbers and
fully understand
the concept when
a remainder does
not exist under
division.
PLC with Data
Coach
3.OA.6
Fluently
multiply and
divide 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.
Know from
memory all
products of two
one-digit
numbers and
fully
understand the
concept when a
remainder does
not exist under
division.
PLC with
Data Coach
3.OA.6
Fluently multiply
and divide 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.
Know from
memory all
products of two
one-digit
numbers and
fully understand
the concept when
a remainder does
not exist under
division.
PLC with Data
Coach
3.OA.6
Fluently
multiply and
divide 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.
Know from
memory all
products of two
one-digit
numbers and
fully understand
the concept
when a
remainder does
not exist under
division.
PLC with Data
Coach
Review for
District
SNAPSHOT
Assessment
Week 5
November
13-17th
Review for
District
SNAPSHOT
Assessment
DISTRICT
SNAPSHOT
Assessment of
standards
Teacher will
proctor other
grade level
assessments.
Teacher will
proctor other
grade level
assessments.
Review
SNAPSHOT
assessment
results with
taught the last
4 Weeks
Students will be
provided with
activities to
practices
previous
standards taught.
Grade Level
Planning
Students will be
provided with
activities to
practices
previous
standards taught.
Progress
Reports
students
November
20
th
-24th
Thanksgiving
Break
Thanksgiving
Break
Thanksgiving
Break
Thanksgiving
Break
Thanksgiving
Break
Week 6
November
27
th
-
December
2nd
3.OA.7
Fluently multiply
and divide within
100, using
strategies such as
the relationship
between
multiplication
and division
3.OA.8
Solve two-step
(two operational
steps) word
problems using
the four
operations.
PLC with Data
Coach
3.OA.7
Fluently
multiply and
divide within
100, using
strategies such
as the
relationship
between
multiplication
and division
3.OA.8
Solve two-step
(two
operational
steps) word
problems using
the four
operations.
3.OA.7
Fluently multiply
and divide within
100, using
strategies such as
the relationship
between
multiplication
and division
3.OA.8
Solve two-step
(two operational
steps) word
problems using
the four
operations.
Grade Level
Planning
3.OA.7
Fluently
multiply and
divide within
100, using
strategies such
as the
relationship
between
multiplication
and division
3.OA.8
Solve two-step
(two operational
steps) word
problems using
the four
operations.
ASSESSMENT
Week 7
December
4
th
-8th
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
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,
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
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
Review of standards taught to prepare for 9 Weeks Benchmark Assessment
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decomposed into
two equal
addends.
3.NBT.3
Multiply one-
digit whole
numbers by
multiples of 10 in
the range 10-90
(e.g., 9 × 80, 5 ×
60) using
strategies based
on place value
and properties of
operations.
PLC meeting
Data Coach
and explain
why 4 times a
number can be
decomposed
into two equal
addends
3.NBT.3
Multiply one-
digit whole
numbers by
multiples of 10
in the range 10-
90 (e.g., 9 × 80,
5 × 60) using
strategies based
on place value
and properties
of operations.
can be
decomposed into
two equal
addends
3.NBT.3
Multiply one-
digit whole
numbers by
multiples of 10
in the range 10-
90 (e.g., 9 × 80,
5 × 60) using
strategies based
on place value
and properties of
operations.
Grade Level
Planning
number can be
decomposed into
two equal
addends
3.NBT.3
Multiply one-
digit whole
numbers by
multiples of 10
in the range 10-
90 (e.g., 9 × 80,
5 × 60) using
strategies based
on place value
and properties of
operations.
Week 8
December
11
th
-15th
Review of
standards
taught to
prepare for 9
Weeks
Benchmark
Assessment
ELA District
Benchmark
Assessment
Math District
Benchmark
Assessment
Review of ELA
and Math
Benchmark
Assessment
Data and
Review with
Students
Review of ELA
and Math
Benchmark
Assessment
Data and
Review with
Students
Week 9
December
18
th
-21th
Review of ELA
and Math
Benchmark
Assessment Data
and Review with
Students
PLC Meeting
with Data Coach
to review
benchmark data
Christmas
Activities with
Students
Christmas
Activities with
Students
Grade Level
Planning
Christmas
Activities with
Students
Christmas Break – December 22
nd
-January 5th
3
rd
Nine Weeks
Week 1
January
8th-
January
12th
Monday
3.MD.5
Recognize area as
an attribute of plane figures, and
understand concepts of area measurement
Tuesday
3.MD.5
Recognize area as an attribute of plane figures, and understand concepts of Wednesday
3.MD.5
Recognize area as an attribute of plane figures, and understand concepts of area measurement
Thursday
3.MD.5
Recognize area as an attribute of
plane figures, and understand concepts of area measurement
Friday
Honors Breakfast
Assessment
3.MD.6
Measure areas by
counting unit squares
PLC Meeting with Data Coach
area measurement
3.MD.6
Measure areas by counting unit squares
3.MD.6
Measure areas by
counting unit squares
Grade Level Planning
3.MD.6
Measure areas by counting unit squares
Progress Reports
Week 2
January 15-
January
19th
Martin Luther
King Holiday
NO SCHOOL
3.MD.7
Relate area to
the operations
of
multiplication
and addition.
3.MD.7
Relate area to the
operations of
multiplication
and addition.
Grade Level
Planning
3.MD.7
Relate area to
the operations of
multiplication
and addition.
Bi-Weekly
Assessment
Week 3
January
22
nd
-
January
26th
3.MD.8
Solve real-world and mathematical
problems involving perimeters of polygons, including: finding
the perimeter given the side lengths, finding an unknown side length, and exhibiting (including, but not limited to: modeling, drawing, designing, and creating) rectangles with the same perimeter and different areas or with the same area and different
perimeters.
PLC with Data Coach
3.MD.8
Solve real-
world and mathematical problems involving perimeters of polygons, including: finding the perimeter given
the side lengths, finding
an unknown side length, and
exhibiting (including, but not limited to: modeling, drawing, designing, and creating) rectangles with the same perimeter and different areas or with the same area and different perimeters.
3.MD.8
Solve real-world and mathematical problems involving perimeters of polygons, including: finding the perimeter given the side lengths, finding an unknown side length, and exhibiting (including, but not limited to: modeling, drawing, designing, and creating) rectangles with the same perimeter and different areas or
with the same area and different perimeters.
Grade Level Planning
3.MD.8
Solve real-world
and mathematical problems involving perimeters of polygons, including: finding the perimeter given the side lengths, finding an unknown side length, and exhibiting (including, but not limited to: modeling, drawing, designing, and creating) rectangles with the same perimeter and different areas or
with the same area and different perimeters.
Assessment
Week 4
January 29-
February
2nd
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.
PLC with Data
Coach
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.
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.
Grade Level
Planning
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.
Review for
District
SNAPSHOT
Assessment
Week 5
February
5
th
-
February
8th
Review for
District
SNAPSHOT
Assessment
DISTRICT
SNAPSHOT
Assessment of
standards
taught the last
4 Weeks
Teacher will
proctor other
grade level
assessments.
Students will be
provided with
activities to
practices
previous
standards taught.
Grade Level
Planning
Teacher will
proctor other
grade level
assessments.
Students will be
provided with
activities to
practices
previous
standards taught.
Progress
Reports
Review
SNAPSHOT
assessment
results with
students
Week 6
3.NF.1
Understand a
3.NF.1
Understand a
3.NF.1
Understand a
3.NF.1
Understand a
Assessment
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February
12
th
-
February
16th
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.
PLC Meeting with Data Coach
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.
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.
Grade Level
Planning
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.
Week 7
February
19
th
-
February
23
Teacher
Professional
Development
NO SCHOOL
FOR
STUDENTS
3.NF.2
Understand a
fraction as a
number on the
number line;
represent
fractions on a
number line
diagram.
3.NF.2
Understand a
fraction as a
number on the
number line;
represent
fractions on a
number line
diagram.
Grade Level
Planning
3.NF.2
Understand a
fraction as a
number on the
number line;
represent
fractions on a
number line
diagram.
Bi-Weekly
Assessment
Week 8
February
26-March
1st
3.NF.3
Explain
equivalence of
fractions in
special cases, and
compare fractions
by reasoning
about their size.
PLC Meeting
with Data Coach
3.NF.3
Explain
equivalence of
fractions in
special cases,
and compare
fractions by
reasoning about
their size.
3.NF.3
Explain
equivalence of
fractions in
special cases,
and compare
fractions by
reasoning about
their size.
Grade Level
Planning
3.NF.3
Explain
equivalence of
fractions in
special cases,
and compare
fractions by
reasoning about
their size.
Assessment
Week 9
March 4
th
-
March 8th
Review of
standards
taught to
prepare for 9
Weeks
Benchmark
Assessment
ELA District
Benchmark
Assessment
Math District
Benchmark
Assessment
Review of ELA
and Math
Benchmark
Assessment
Data and
Review with
Students
Review of ELA
and Math
Benchmark
Assessment
Data and
Review with
Students
4
th
Nine Weeks
Monday
Tuesday
Wednesday
Thursday
Friday
March 11
th-
March 15th
Spring Break
Spring Break
Spring Break
Spring Break
Spring Break
Week 1
March 18
th
-
March
22nd
Monday
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
PLC Data
Meeting with
Data Coach
Tuesday
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
Wednesday
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
Grade Level
Planning
Thursday
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
Report Cards
Friday
Assessment
Week 2
March
25
th
- March
29th
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 (e.g.,
by using
drawings (such as
a beaker with a
measurement
scale) to
represent the
problem).
PLC Data
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
(e.g., by using
drawings (such
as a beaker
with a
measurement
scale) to
represent the
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 (e.g.,
by using
drawings (such
as a beaker with
a measurement
scale) to
represent the
problem).
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 (e.g.,
by using
drawings (such
as a beaker with
a measurement
scale) to
represent the
problem).
Good Friday-
NO SCHOOL
Meeting with
Data Coach
problem).
Grade Level
Planning
Week 3
April 1 –
April 5th
Good Monday-
NO SCHOOL
Bi-Weekly
Assessment
Being Math
Bootcamp to
Prepare for
State
Assessment
Will use MDE
Math Blueprint
to focus on
priority
standards
Math
Bootcamp
Focus
Standards
3.OA (1, 2, 3, 4,
5, 6, 7, 81, 9)
Math
Bootcamp
Focus
Standards
3.OA (1, 2, 3, 4,
5, 6, 7, 81, 9)
Week 4
April 8
th
-
April 12
th
Math Bootcamp
Focus Standards
3.OA (1, 2, 3, 4,
5, 6, 7, 81, 9)
Math
Bootcamp
Focus
Standards
3.NBT (1, 2, 3)
Math Bootcamp
Focus
Standards
3.NBT (1, 2, 3)
Grade Level
Planning
Math
Bootcamp
Focus
Standards
3.NBT (1, 2, 3)
Math
Bootcamp
Focus
Standards
3.NBT (1, 2, 3)
Week 5
April 15
th
-
April 19th
Math Bootcamp
Focus Standards
3.NF (1, 2, 3)
Math
Bootcamp
Focus
Standards
3.NF (1, 2, 3)
Math Bootcamp
Focus
Standards
3.NF (1, 2, 3)
Grade Level
Planning
3
rd
grade
students take
Reading MAAP
State
Assessment
3
rd
grade
students take
Reading MAAP
State
Assessment
Week 6
April 22nd-
April 26th
Math Bootcamp
Focus Standards
3.MD (1, 2, 3, 4,
5, 6, 7, 8)
Math
Bootcamp
Focus
Standards
3.MD (1, 2, 3,
4, 5, 6, 7, 8)
Math Bootcamp
Focus
Standards
3.MD (1, 2, 3, 4,
5, 6, 7, 8)
Grade Level
Planning
Math
Bootcamp
Focus
Standards
3.MD (1, 2, 3, 4,
5, 6, 7, 8)
Math
Bootcamp
Focus
Standards
3.G (1, 2)
Week 7
April 29
th
–
May 3rd
Math Bootcamp
Focus Standards
3.G (1, 2)
Continue with
Math
Bootcamp and
focus on
standards with
less than 50%
pass rate Continue with
Math Bootcamp
and focus on
standards with
less than 50%
pass rate
Continue with
Math
Bootcamp and
focus on
standards with
less than 50%
pass rate
Continue with
Math
Bootcamp and
focus on
standards with
less than 50%
pass rate
Week 8
May 6th-
10th
Review and
prepare for 3
rd
grade Math
MAAP
assessment
Review and
prepare for 3
rd
grade Math
MAAP
assessment
3
rd
grade
students take
Math MAAP
State
Assessment
3
rd
grade
students take
Math MAAP
State
Assessment
Math Games
with Students
Week 9
May 13
th
-
17th
Math Games
with Students
Math Games
with Students
Math Games
with Students
Math Games
with Students
Report Cards
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Additional Days were factored into the academic calendar for weather days. Scope and Sequence is subject to change due to unforeseen weather circumstances. Week of May 20
th
- May 23
rd
will consist of students completing any make-up work. May 23
rd
is a 60% day for students and the last day of school.