Grade 3 2024-2025 Scope and Sequence

Two Weeks • August 26 - September 6

This module focuses on who our students are as learners and mathematicians. 

• Learn about students' math identities to begin to foster productive dispositions towards mathematics.
• Engage students in mathematical tasks and make observations of students.
• Build a math community.

Link to Module 1 Materials  

Three Weeks • September 9 - September 27

In this module, students will

• Round numbers to the nearest 10 and 100 and understand how rounding relates to estimation 3.NBT.1
• Add and subtract 3-digit numbers using tools, diagrams, and number lines with strategies of Partial Sums (+), Count On (+), Count Back (–), and Think Addition (–)  3.NBT.2
• Recognize subtraction as taking away and difference 3.NBT.2 
• Revisit addition and subtraction basic facts 2.OA.2

Notes About the Module:

• Recommended Timing Guidelines-- Begin with two lessons on the standard page (2OA2) to review basic facts strategies of using ten (i.e. make tens and some more/less: 9+5=14, 14-9=5) and using near doubles (i.e. 6+7=13, 13-7=6). Next, spend only three days exploring rounding to the nearest 10 and 100 and how that relates to estimation (3NBT1). Finally, spend the last two weeks of the module teaching addition and subtraction strategies using three-digit numbers (3NBT2).
• Measurement Topic(s) in this Module-- Addition and Subtraction
• Basic Facts Considerations-- Independent work time for students should include purposeful practice of all addition and subtraction basic facts.
• Other Notes-- Students will not master rounding in three days. Move on and make connections to rounding as you work with addition and subtraction.  In addition, you will have opportunities to make connections to rounding throughout the year. The procedure of rounding is NOT a major concept for student success. 
• Other Notes-- Be aware that addition and subtraction continues for another three weeks in the next module and although 3NBT2 is a computation strategy, word problems should provide context during instruction. As as result, 3.OA.8 (word problems with addition and subtraction) is also being taught during this module.

Three Weeks • September 30 - October 17

In this module, students will

• Add and subtract 3-digit numbers using tools, diagrams, and number lines with strategies of  Make Tens/Hundreds (+), and Compensation (Adjusting) (+ and –)  3.NBT.2
• Recognize subtraction as taking away and difference 3.NBT.2 
• Revisit addition and subtraction basic facts 2.OA.2

Standards for Mathematical Practice (SMPs), in this module, students will

• Find sums and differences accurately. (#6)
• Adjust numbers to add or subtract more efficiently. (#7)
• Explain and discuss addition and subtraction strategies with other students (#3)

Notes About the Module:

• Recommended Timing Guidelines-- Begin with two lessons on the standard page (2OA2) to review all addition and subtraction basic facts. Next, spend the remaining time in the module on three-digit addition and subtraction (3NBT2) as well as intentional, purposeful practice of addition and subtraction basic facts. Students will begin learning multiplication and division basic fact strategies beginning in the next module.
• Measurement Topic(s) in this Module-- Addition and Subtraction
• Other Notes-- Be aware that although 3NBT2 is a computation strategy, word problems should provide context during instruction. As as result, 3.OA.8 (word problems with addition and subtraction) is also being worked on during this module.

Two Weeks • October 21 - November 1

In this module, students will

• Use equal groups, arrays, repeated addition and number lines to represent multiplication 3.OA.1
• Identify the Commutative Property 3.OA.5
• Acquire strategies for recalling basic facts that multiply by 2/double (x2) 3.OA.7

Notes About the Module:

• Recommended Timing Guidelines-- The majority of the module should be spent building student understanding of the meaning of multiplication as well as the different representations of multiplication (3OA1). In the second week, teach two lessons on commutative property (3OA5), making connections to the meaning of multiplication and take time to explicitly teach the x2 basic facts lesson (3OA7 page).
• Measurement Topic(s) in this Module-- Multiplication
• Basic Facts Considerations-- Independent work time for students should include purposeful practice of all addition and subtraction basic facts.
• Other Notes--  Different representations for multiplication (i.e. arrays, equal groups. number line, equations) should be taught concurrently so students can readily see connections, as opposed to teaching one representation, then the next, etc.
• Other Notes-- Although this module deals mainly with the developing the meaning and representations of multiplication (3OA1), context should be used as often as possible.  As as result, 3.OA.3 (word problems with multiplication) is also being worked on during this module.

Two Weeks • November 4 - November 15

In this module, students will

• Interpret division as partitive (how many in each group) and quotative (how many groups) 3.OA.2
• Acquire strategies for recalling basic facts that half (÷2) 3.OA.7

Notes About the Module:

• Recommended Timing Guidelines-- The majority of the module should be spent building student understanding of the meaning of division as well as the representations of division. In the second week, take time to explicitly teach the ÷2 basic facts lesson (3OA7 page).
• Measurement Topic(s) in this Module-- Division 
• Basic Facts Considerations-- Independent work time for students should include purposeful practice of all addition and subtraction basic facts.
• Other Notes-- Students should understand the two different types of division (and show representations of each), but are not expected to know the specific names "partitive and measurement". 
• Other Notes-- Although this module deals mainly with the developing the meaning and representations of division (3OA2), context should be used as often as possible.  As as result, 3.OA.3 (word problems with division) is also being worked on during this module.

Three Weeks • November 18 - December 13

In this module, students will

• Solve word problems with multiplication and division 3.OA.3
• Represent the Associative Property with equal groups or arrays 3.OA.5
• Represent division as an unknown factor 3.OA.6
• Acquire strategies for recalling basic facts with fives (x5) and tens (x10), and related division facts 3.OA.7

Notes About the Module:

• Recommended Timing Guidelines-- The first two weeks of the module provides students an opportunity to use what they have learned about multiplication and division to solve problems (3OA3). During this two weeks, set aside two days during the to explicitly teach the x10/÷10 and x5/÷5 basic facts lessons (3OA7 page). The last week of the module is when students will work with division as an unknown factor (3OA6) and the Associative Property (3OA5).
• Measurement Topic(s) in this Module-- Multiplication, Division, Solves Problems
• Basic Facts Considerations-- Independent work time for students should include purposeful practice of multiply 2/divide 2 basic facts and all addition and subtraction facts, as needed.
• Other Notes-- As students solve problems with multiplication and division, as well as when they work with multiplication and division basic fact families, connections to solving for an unknown in a multiplication and division equation should be made (3.OA.4).
• Other Notes-- As a result of students working with the patterns between 5s and 10s facts, 3.OA.9 is being addressed concurrently. 

Two Weeks • December 16 - January 10

In this module, students will

• Represent the Distributive Property with equal groups and arrays 3.OA.5
• Multiply by multiples of ten understanding 9 x 60 is 9 x 6 tens, 9 x 60 is the same as 9 x 6 x 10, and relating to basic facts 3.NBT.3 
• Revisit all multiplication and division fact sets introduced to this point (x/÷ 2, 5, and 10) 3.OA.7

Notes About the Module:

• Recommended Timing Guidelines-- Week 1: Distributive Property (3OA5).  Week 2: Multiples of 10 (3NBT3).
• Measurement Topic(s) in this Module-- Multiplication
• Basic Fact Considerations-- Independent work time for students should include purposeful practice of multiplication and division facts of 2s, 10s, 5s.
• Other Notes-- When discussing the distributive property, teachers might use parentheses to explain.  For example, 7x4 might be explained as 2 groups of 4 plus 5 groups of 4 and/or with the symbolic notation of (2x4)+(5x4).  This does not mean that students should learn order of operations.
• Other Notes-- As students work with multiplication and division basic fact families during this module, connections to solving for an unknown in a multiplication and division equation should be made (3.OA.4).

Two Weeks • January 13 - January 24

In this module, students will

• Solve one-step word problems with any operation 3.OA.8 
• Acquire strategies for recalling basic facts with ones (x1/÷1) and zero (x0/0÷) 3.OA.7

Notes About the Module:

• Recommended Timing Guidelines-- The majority of the module should be spent solving one-step word problems with any operation (3OA8).  However, two days during the module need to be set aside to explicitly teach the x1/÷1 and x0/÷0 basic facts lessons (3OA7 page).
• Measurement Topic(s) in this Module-- Multiplication, Solves Problems
• Basic Facts Considerations-- Independent work time for students should include purposeful practice of multiplication and division facts of 2s, 10s, 5s, 1s, 0s.
• Other Notes-- Two-step word problems appear later in the year (Module 14).

Two Weeks • January 27 - February 6

In this module, students will

• Partition shapes 3.G.2
• Represent unit fractions and non-unit fractions with region/area models 3.NF.1
• Represent equivalent fractions with region/area models 3.NF.3 (a & b)
• Revisit all multiplication and division fact sets introduced to this point (x/÷ 2, 5, 10, 1, and 0) 3.OA.7

Notes About the Module:

• Recommended Timing Guidelines-- Begin the module partitioning shapes (3G2).  Then, represent unit fractions and non-unit fractions with region/area models (3NF1).  Next, represent equivalent fractions with region/area models (3NF3). Finally, represent and discuss whole numbers as fractions (4=4/1) and fractions equivalent to one whole (3/3=1) (3NF3c).
• Measurement Topic(s) in this Module-- Number and Fraction Concepts
• Basic Facts Considerations-- Independent work time for students should include purposeful practice of multiplication and division facts of 2s, 10s, 5s, 1s, 0s.
• Other Notes-- This is the first of three modules on fractions.  It might be helpful to glance ahead to view how the standards progress.

Two Weeks • February 10 - February 21

In this module, students will

• Represent unit and non-unit fractions on a number line 3.NF.2 
• Represent equivalent fractions with number lines 3.NF.3 (a & b)
• Represent and generate equivalent fractions with number lines 3.NF.3(a&b) 
• Acquire strategies for recalling basic facts that multiply and divide with 9 (x9, ÷9) 3.OA.7

Notes About the Module:

• Recommended Timing Guidelines-- The majority of the module should be spent representing fractions on a number line (3NF2).  Toward the end of the two weeks, equivalent fractions should be represented on a number line (3NF3) and explicit instruction for (x9/÷9) using the lesson on the 3OA7 standard page should occur. 
• Measurement Topic(s) in this Module-- Multiplication, Number and Fraction Concepts
• Basic Facts Considerations-- During this module, independent work time for students should include purposeful practice of multiplication and division facts of 2s, 10s, 5s, 1s, 0s, 9s.
• Other Notes-- As a result of students working with the patterns of 9s facts, and their relationships to 10s facts, 3.OA.9 is being addressed concurrently.

Two Weeks • February 24 - March 7

In this module, students will

• Generate equivalent fractions using region/area models and number lines 3.NF.3 (b)
• Compare fractions with area/region models, number lines, or reasoning 3.NF.3 (d)
• Acquire strategies for recalling basic facts that multiply and divide with 4 (x4, ÷4) 3.OA.7

Notes About the Module:

• Recommended Timing Guidelines-- Week 1: Continue work with equivalent fractions (3NF3) and explicit instruction for (x4/÷4) using the lesson on the 3OA7 standard page. Week 2: Comparing fractions (3NF3).
• Measurement Topic(s) in this Module-- Multiplication, Number and Fraction Concepts
• Basic Facts Considerations-- During this module, independent work time for students should include purposeful practice of multiplication and division facts of 2s, 10s, 5s, 1s, 0s, 9s, 4s.
• Other Notes-- As a result of students working with the patterns between 4s and 2s facts, as well as patterns with halving and doubling, 3.OA.9 is being addressed concurrently. 

Four Weeks • March 10 - April 4

In this module, students will

• Solve problems with perimeter 3.MD.8 
• Describe area and square units 3.MD.5
• Measure area with square units by tiling  3.MD.6
• Connect tiling to multiplication, solve area problems 3.MD.7(a-c)
• Determine an unknown in a multiplication equation related to area 3.OA.4
• Acquire strategies for recalling basic facts that multiply and divide with 3 (x3, ÷3) 3.OA.7

Notes About the Module:

• Recommended Timing Guidelines--  Week1: Solve problems with perimeter (3MD8). Week 2: Explicit instruction for (x3/÷3) using the lesson on the 3OA7 standard page, describe area (3MD5), and measure area by counting units (3MD6).  Week 3: Connect tiling to multiplication and solve area problems with multiplication (3MD7). Week 4: Unknown in a multiplication equation related to area (3OA4).
• Measurement Topic(s) in this Module-- Multiplication, Measurement/Geometry
• Basic Facts Considerations-- During this module, independent work time for students should include purposeful practice of multiplication and division facts of 2s, 10s, 5s, 1s, 0s, 9s, 4s, 3s.

Three Weeks • April 7  - May 2

In this module, students will

• Represent area using the Distributive Property 3.MD.7
• Relate area to multiplication and addition by decomposing shapes 3.MD.7
• Solve problems with area 3.MD.7
• Solve problems with perimeter 3.MD.8
• Acquire strategies for recalling basic facts that multiply and divide with 6 (x6, ÷6) 3.OA.7
• Revisit all multiplication and division fact sets 3.OA.7

Notes About the Module:

• Recommended Timing Guidelines-- Week1: Explicit instruction for (x6/÷6) using the lesson on the 3OA7 standard page. Use two instructional lessons on the standard page (3OA7) for reviewing all multiplication and division basic facts. Week 2: Represent area using the Distributive Property and relate area to multiplication and addition by decomposing shapes (3MD7). Week 3: Solve perimeter and area problems (3MD8).
• Measurement Topic(s) in this Module-- Multiplication, Measurement/Geometry
• Basic Facts Considerations-- During this module, students should spend significant time practicing all multiplication and division fact sets.
• Other Notes-- Exploration of patterns (3OA9) occurs throughout the year when working with different math topics. In this module, use these specifically designed materials Links to an external site. to highlight this standard as your number routine in this module.

Three Weeks • May 5  - May 23

In this module, students will

• Solve two-step word problems with addition and/or subtraction 3.OA.8 
• Solve two-step word problems with all four operations 3.OA.8 
• Acquire strategies for recalling basic facts that multiply and divide with 8 (x8, ÷8) 3.OA.7

Notes About the Module:

• Recommended Timing Guidelines-- Week1: Explicit instruction for (x8/÷8) using the lesson on the 3OA7 standard page and two-step word problems with addition and subtraction (3OA8). Week 2 and 3: Two-step word problems involving any of the four operations.
• Measurement Topic(s) in this Module-- Solves Problems
• Basic Facts Considerations-- Independent work time for students should include purposeful practice of all multiplication and division facts.
• Other Notes-- The standard 3OA8 includes representing an unknown in an equation with a letter as a variable.

Three Weeks • May 27 - June 11

In this module, students will

• Tell time to the minute 3.MD.1
• Solve problems involving time 3.MD.1
• Solve problems involving volume and mass 3.MD.2
• Read and interpret picture graphs and bar graphs 3.MD.3
• Represent data on line plots 3.MD.4
• Describe and classify shapes 3.G.1

Notes About the Module:

• Recommended timing guidelines-- Week 1: Tell time and solve problems with time. (3MD1) Week 2: Work with picture graphs, bar graphs and line plots. (3MD3 and 3MD4). Week 3: Solve problems with volume and mass (3MD2) and work with shapes (3G1).
• Measurement Topic(s) in this Module-- Measurement/Geometry
• Basic Facts Considerations-- Independent work time for students should include purposeful practice of all multiplication and division facts.