3rd Grade Math Pacing Guide: Second 4 Months

Teacher:

YourName

Subject: Mathematics

Grade Level: 3rd Grade

Timeframe: Four Months (Weeks 17-32)

Unit 5: Fractions (Weeks 17-20)

Standards & Objectives:

Students will be able to understand a fraction as a number on the number line.
Students will be able to recognize and generate simple equivalent fractions.
Students will be able to compare fractions with the same numerator or the same denominator.
Core Concepts: Introduce Equity and Respect by understanding how to divide a whole into equal parts. Build Mutual Contribution as students teach each other different parts of a fraction.

Materials & Resources:

Fraction circles, fraction strips, and number lines.
Fraction worksheets.
Whiteboards and dry-erase markers.
Goal Tree and Respect Ledger templates.

Learning Activities:

Weeks 17-18: Understanding Parts of a Whole:

Introduction: Students self-organize into new groups of three. The team’s first task is to take notes on what they already know about fractions. They will discuss how to divide a piece of paper or a shape into equal parts, relating it to the concept of equity and respect for one another.
Body: The groups will use fraction circles to represent and build different fractions. They will teach each other the difference between a numerator and a denominator. This activity reinforces that everyone has a valuable part to play, a useful contribution, in the group’s success.
Conclusion: Each group presents a fraction and explains how they would divide it fairly. The teacher uses the Respect Ledger to note teams that work together to ensure everyone’s understanding is equal.

Weeks 19-20: Equivalent and Comparing Fractions:

Introduction: Students self-organize into new groups of three. The team’s goal is to collaboratively solve problems involving equivalent fractions. Frame a tricky problem as a source of frustration that can be solved by sharing their knowledge.
Body: Groups will solve problems together, using number lines to find equivalent fractions. They will teach each other their thought processes and problem-solving strategies. This helps to reinforce competence as they master a challenging new skill.
Conclusion: The groups present their solutions and explain their process for finding equivalent fractions. The class provides respectful feedback, helping each group to build self-confidence and self-esteem.

Unit 6: Geometry & Measurement (Weeks 21-24)

Standards & Objectives:

Students will be able to reason with shapes and their attributes.
Students will be able to find the perimeter of a shape.
Students will be able to tell and write time to the nearest minute.
Core Concepts: Use Sighted Interrelations to identify the properties of shapes. Reinforce Persistence and Self-Respect when working through multi-step problems.

Materials & Resources:

Pattern blocks and rulers.
Worksheets with various shapes.
Practice clocks (analog and digital).

Learning Activities:

Weeks 21-22: Reasoning with Shapes:

Introduction: Students self-organize into new groups of three. The team’s first task is to take notes on the properties of different shapes (e.g., quadrilaterals, triangles). They will be encouraged to see the sighted interrelations between shapes (e.g., a square is also a rectangle).
Body: The groups will work together on a scavenger hunt, finding shapes around the classroom and identifying their properties. They must check each other’s work and be honest about any mistakes. This is a practice in building trust and respect.
Conclusion: Each group shares a shape they found and explains its properties. The teacher uses the Respect Ledger to note groups that work together effectively and exhibit mutual contribution.

Weeks 23-24: Perimeter and Time:

Introduction: Students self-organize into new groups of three. The team’s goal is to collaboratively solve for perimeter and tell time. The focus is on using their persistence to solve a multi-step problem.
Body: The groups will work together to find the perimeter of shapes and tell time to the nearest minute. They will teach their partners their calculations and check for accuracy to ensure the project is complete and correct.
Conclusion: The groups present their solutions to the class, explaining their process. The class provides respectful feedback, helping to build self-confidence in a supportive environment.

Unit 7: Data Analysis & Graphing (Weeks 25-28)

Standards & Objectives:

Students will be able to draw and interpret scaled bar graphs and picture graphs.
Students will be able to use a line plot to represent data.
Students will be able to solve one- and two-step problems using information presented in bar graphs.
Core Concepts: Uphold Professional Acumen by avoiding Lie and/or Deceptive Omission. Embrace Competence through accurate data collection and representation.

Materials & Resources:

Graph paper, rulers, and colored pencils.
Data sets on various topics (e.g., favorite colors, number of siblings).
Worksheets for interpreting graphs.

Learning Activities:

Weeks 25-26: Creating Graphs:

Introduction: Students self-organize into new groups of three. The team’s goal is to collect a small amount of data from the class and create a scaled bar graph. The teacher emphasizes that their data must be accurate and that a lie or deceptive omission harms the integrity of the team’s work.
Body: The groups will work together to collect the data, create their graph, and make sure their scale is correct. They must check each other’s work and be honest about any mistakes. This is a practice in building trust and respect.
Conclusion: Each group presents their graph and explains their process. The class provides respectful feedback, helping to build the group’s self-confidence.

Weeks 27-28: Analyzing Data:

Introduction: Students self-organize into new groups of three. The team’s goal is to collaboratively solve one- and two-step problems using information from a graph.
Body: The groups will work together to solve problems, with each student responsible for a different step. They must teach each other their strategies and check their answers for accuracy. 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-esteem.

Unit 8: Standardized Test Preparation & Celebration (Weeks 29-32)

Standards & Objectives:

Students will be able to apply test-taking strategies to a variety of math problems.
Students will be able to analyze and solve challenging math questions.
Core Concepts: Turn Frustration into a tool for growth by breaking down difficult problems. Embrace Persistence as the ultimate form of engagement.

Materials & Resources:

Sample standardized test questions and packets.
Whiteboards and markers.
Fun, collaborative games to celebrate progress.

Learning Activities:

Weeks 29-30: Test-Taking Strategies:

Introduction: Students self-organize into new groups of three. The team’s goal is to work together to solve sample test questions. Frame frustration with a difficult question as a natural cue to ask their teammates for help, rather than a cue to practice avoidance.
Body: The groups will work together to solve sample test questions. They will teach one another different strategies (e.g., breaking down a problem, using a different tool) to fill knowledge gaps. This is a prime opportunity to practice persistence and mutual contribution.
Conclusion: Each group shares a strategy they used to solve a difficult question. The teacher uses the Respect Ledger to note teams that consistently worked together to overcome challenges.

Weeks 31-32: Reflection & Celebration:

Introduction: Students self-organize into new groups of three. The team will review their progress over the entire year, from the initial Goal Trees to the final test-prep sessions.
Body: Groups will create a “year-in-review” poster, reflecting on their academic growth and, more importantly, the self-respect and self-esteem they’ve built through their useful contributions.
Conclusion: The class hosts a celebration where each group presents their poster, and the class provides a final round of respectful applause for each other’s hard work. This reinforces the idea that true success is about shared growth and mutual contribution.