3rd Grade Math Pacing Guide: First 4 Months

Teacher:

YourName

Subject: Mathematics

Grade Level: 3rd Grade

Timeframe: Four Months (Weeks 1-16)

Unit 1: Place Value & Number Sense (Weeks 1-4)

Standards & Objectives:

Students will be able to read and write multi-digit numbers using base-ten numerals, number names, and expanded form.
Students will be able to round whole numbers to the nearest 10 or 100.
Students will be able to compare and order numbers up to 10,000.
Core Concepts: Introduce Respect and Useful Contribution through collaborative problem-solving. Use the Goal Tree to track progress on mastering foundational number skills.

Materials & Resources:

Place value blocks or charts.
Number lines and rounding worksheets.
Whiteboards and dry-erase markers.
Goal Tree and Respect Ledger templates.

Learning Activities:

Weeks 1-2: Establishing Norms:

Introduction: Students self-organize into new groups of three. The team’s first task is to take notes on what makes a good “math partner” and discuss how to ask for help respectfully.
Body: The groups will work together to build numbers using place value blocks. They must take turns building and teaching their partners how to write the number in expanded form, which is their first useful contribution to the team.
Conclusion: Each group shares a number and explains its value. The teacher uses the Respect Ledger to note teams that work together without avoidance, helping students see how their actions are valued.

Weeks 3-4: Rounding and Comparing:

Introduction: Students self-organize into new groups of three. The team’s goal is to collaboratively solve rounding and comparing problems. Introduce the Goal Tree and explain that mastering a math skill is a “leaf” that contributes to a larger goal of competence.
Body: Groups will solve rounding problems together. The emphasis is on teaching one another how to use a number line as a tool. Students are encouraged to explain their thought process to their partners, building self-respect.
Conclusion: Groups present their solutions to a challenging problem to the class. This practice helps them to build self-confidence in front of their peers.

Unit 2: Addition & Subtraction (Weeks 5-8)

Standards & Objectives:

Students will be able to fluently add and subtract within 1,000 using strategies and algorithms.
Students will solve two-step word problems involving addition and subtraction.
Core Concepts: Frame Frustration with complex word problems as a tool for learning and growth. Practice Persistence as the ultimate form of engagement.

Materials & Resources:

Addition and subtraction problem sets.
Whiteboards and markers.
Manipulatives to demonstrate borrowing and carrying.

Learning Activities:

Weeks 5-6: Word Problems:

Introduction: Students self-organize into new groups of three. The team will be presented with a complex word problem. Frame the problem as a “challenge” that will lead to frustration. Explain that frustration is a signal to stop and ask for help from their partners.
Body: The groups will work together to break down the word problem into smaller steps. They must teach each other the steps to solve the problem, rather than practicing avoidance.
Conclusion: Each group presents their solution to the class, explaining each step. The teacher uses the Respect Ledger to note groups that exhibit persistence and mutual contribution by helping each other.

Weeks 7-8: Two-Step Problems:

Introduction: Students self-organize into new groups of three. The team’s goal is to solve two-step word problems. The focus is on communication and taking notes on each step to solve the problem as a team.
Body: Groups will solve problems together, with each student responsible for a different step. They must teach their partners what they’ve learned about the first step before moving to the second. This helps to reinforce competence and teamwork.
Conclusion: The groups present their solutions and explain their process. The class provides respectful feedback, helping each group to build self-confidence and self-esteem.

Unit 3: Multiplication & Division (Weeks 9-12)

Standards & Objectives:

Students will be able to understand and apply the properties of multiplication and the relationship between multiplication and division.
Students will be able to solve multiplication and division word problems.
Core Concepts: Build Self-Confidence through mastery of a new skill. Demonstrate Sighted Interrelations by showing how multiplication and division are related.

Materials & Resources:

Multiplication flashcards.
Problem sets.
Manipulatives to demonstrate arrays and equal groups.

Learning Activities:

Weeks 9-10: Introduction to Concepts:

Introduction: Students self-organize into new groups of three. The team’s goal is to understand the concepts of multiplication and division. They will use manipulatives to create arrays and equal groups, taking notes on their findings.
Body: The groups will practice basic facts, teaching each other shortcuts and strategies. This is a direct application of a useful contribution, where they teach their partners what they’ve learned.
Conclusion: Each group shares a strategy they learned for a particular fact. This helps them to build self-confidence and self-respect by sharing what they know.

Weeks 11-12: Problem Solving:

Introduction: Students self-organize into new groups of three. The team’s goal is to collaboratively solve multiplication and division word problems. They will be encouraged to see the sighted interrelations between the two operations.
Body: The groups will work together, with each student solving a problem and then teaching their partners how to do it. The emphasis is on clear communication and respectful collaboration.
Conclusion: Groups present their solutions to the class. The teacher uses the Respect Ledger to note groups that exhibit mutual contribution and teamwork.

Unit 4: Area & Perimeter (Weeks 13-16)

Standards & Objectives:

Students will be able to find the area of a shape by tiling and multiplying side lengths.
Students will be able to solve for the perimeter of a shape.
Core Concepts: Uphold Professional Acumen by avoiding Lie and/or Deceptive Omission. Embrace Mutual Contribution as the key to success.

Materials & Resources:

Graph paper and colored pencils.
Rulers and grid paper.
Project-based activity instructions.

Learning Activities:

Weeks 13-14: Area and Perimeter Basics:

Introduction: Students self-organize into new groups of three. The team’s goal is to collaboratively find the area and perimeter of various shapes using graph paper. The teacher emphasizes that their calculations must be accurate to make a useful contribution to the team’s shared document.
Body: The groups will draw shapes and calculate their area and perimeter. They must check each other’s work and be honest about any mistakes. This is a practice in avoiding a lie or deceptive omission and building trust.
Conclusion: Each group presents one shape and its calculations, explaining their process. The class provides respectful feedback, helping to build the group’s self-confidence.

Weeks 15-16: The Collaborative Project:

Introduction: Students self-organize into new groups of three. The team’s goal is to design a small city or town plan using different shapes, where they must calculate the area and perimeter of each building.
Body: The groups work together on the project. They will divide the work, with each student responsible for a different part of the city. They must teach each other their calculations and check for accuracy to ensure the project is complete and correct.
Conclusion: The class hosts a “city tour” where each group presents their plan. The groups will take pride in seeing their finished work, which reinforces that true success is about shared growth and mutual contribution.