Unit Overview/Summary - FOCUS: This unit focuses on number and operations in base 10. There is continued attention to measurement and data (problem solving with money) as well as operations and algebraic thinking.  Learning in this unit will enable students to: Understand place value. Use place value understanding and properties of operations to add and subtract. Work with money both in and out of context 

Unit Overview/Summary - FOCUS: This unit focuses on number and operations in base 10. There is continued attention to measurement and data (problem solving with money) as well as operations and algebraic thinking.  Learning in this unit will enable students to: Understand place value. Use place value understanding and properties of operations to add and subtract. Work with money both in and out of context 

Unit Overview/Summary - FOCUS: This unit focuses on measurement and data.  Learning in this unit will enable students to: Measure and estimate lengths in standard units; Represent and solve addition and subtraction problems involving length; and Represent and interpret data. 

Unit Overview/Summary - FOCUS: This unit focuses on measurement and data.  Learning in this unit will enable students to: Measure and estimate lengths in standard units; Represent and solve addition and subtraction problems involving length; and Represent and interpret data. 

Unit Overview/Summary - FOCUS: This unit focuses on Geometry.  Learning in this unit will enable students to: Reason with shapes and their attributes 

Unit Overview/Summary - FOCUS: This unit focuses on Geometry.  Learning in this unit will enable students to: Reason with shapes and their attributes 

Unit Overview/Summary - FOCUS: This unit focuses on number and operations in base ten and continued attention to Measurement and Data (time and skip counting of like coins/ bills).   Learning in this unit will enable students to: Understand place value Work with time and money 

Unit Overview/Summary - FOCUS: This unit focuses on number and operations in base ten and continued attention to Measurement and Data (time and skip counting of like coins/ bills).   Learning in this unit will enable students to: Understand place value Work with time and money 

CSDE Model Curricula Quick Start GuideEquitable and Inclusive Curriculum  The CSDE believes in providing a set of conditions where learners are repositioned at the center of curricula planning and design. Curricula, from a culturally responsive perspective, require intentional planning for diversity, equity, and inclusion in the development of units and implementation of lessons. It is critical to develop a learning environment that is relevant to and reflective of students’ social, cultural, and linguistic experiences to effectively connect their culturally and community-based knowledge to the class. Begin by connecting what is known about students’ cognitive and interdisciplinary diversity to the learning of the unit. Opposed to starting instructional planning with gaps in students’ knowledge, plan from an asset-based perspective by starting from students’ strengths. In doing so, curricula’s implementation will be grounded in instruction that engages, motivates, and supports the intellectual capacity of all students.Course Description:  In Grade 3, instructional time should focus on four critical areas: (1) developing understanding of multiplication and division and strategies for multiplication and division within 100; (2) developing understanding of fractions, especially unit fractions (fractions with numerator 1); (3) developing understanding of the structure of rectangular arrays and of area; and (4) describing and analyzing two-dimensional shapes. Upon completion of this course students will have the ability to: Represent and solve problems involving multiplication and division; Understand properties of multiplication and the relationship between multiplication and division. Multiply and divide within 100; Solve problems involving the four operations, and identify and explain patterns in arithmetic; Use place value understanding and properties of operations to perform multi-digit arithmetic; Develop understanding of fractions as numbers; Solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects; Represent and interpret data; Geometric measurement: understand concepts of area and relate area to multiplication and to addition; Geometric measurement: recognize perimeter as an attribute of plane figures and distinguish between linear measures ( such as length and perimeter) and area measures; and Reason with shapes and their attributes. Aligned Core Resources:Core resources is a local control decision.  Ensuring alignment of resources to the standards is critical for success.  There are tools that are available to assist in evaluating alignment, such as CCSSO’s Mathematics Curriculum Analysis Project and Student Achievement Partner’s Instructional Materials Evaluation Tool.  In addition EdReports and Louisiana Believes are two sources of completed reviews for a variety of resources.  Connecticut is currently working on providing additional alignment guidance for the most frequently used resources across the state. Aligned Core Programs:  The CSDE in partnership with SERC has engaged with providers of high-quality vetted resources to provide additional alignment guidance to the CSDE model curriculum.  High-quality instructional resources are critical for improving student outcomes. The alignment guidance is intended to clarify content and support understanding for clear implementation and coherence. Materials selection is a local control decision and these documents have been provided from participating publishers to assist districts in implementation. Use of the materials from these publishers is not required. These aligned core programs meet expectations as reported by EdReports. If your resource is not listed below, you are encouraged to review EdReports to ensure the alignment of your resource to the Connecticut Core Standards. Strong alignment of curricula and instructional materials have the potential to support student engagement of meaningful grade level content daily and teacher growth.  Achievement First Math Grade 3enVisions Grade 3Eureka Grade 3Fishtank Plus Math Grade 3HMH into Math Grade 3Imagine Learning Illustrative Mathematics Grade 3i-Ready Math Grade 3Reveal Math Grade 3Financial Literacy Connections:The State of Connecticut is committed to implementing high-quality Financial Literacy instruction at all grade levels beginning in kindergarten. Financial Literacy supports students’ academic performance in several subject areas. The K-5 Model Math Curricula embeds tasks that align the mathematical content and skill to the essential Financial Literacy concepts such as income, spending, saving, investing, credit and risk.  The concepts contained in the learning tasks are designed to be rich, hands-on activities with developmentally appropriate real-world connections.  The tasks are identified by grade level and embedded in the appropriate units so that students can demonstrate mastery of what they need to know and be able to do by the end of their K-5 school experience. In this way, elementary students will be prepared to build upon Financial Literacy knowledge as they advance through middle and high school.Additional Course Information:  Major work of Grade 3 mathematics focuses on multiplication and division of whole numbers and fractions including concepts, skills, and problem solving. Fluencies expected for Grade 3 include:   Multiply/divide within 100 (know single-digit products from memory) Add/subtract within 1000 Habits of Mind/SEIH/Transferable Skills Addressed in the Course: The Standards for Mathematical Practice describe the thinking processes, habits of mind, and dispositions that students need to develop a deep, flexible, and enduring understanding of mathematics. They describe student behaviors, ensure an understanding of math, and focus on developing reasoning and building mathematical communication. Therefore, the following should be addressed throughout the course: Make sense of problems & persevere in solving them Reason abstractly & quantitatively Construct viable arguments & critique the reasoning of others Model with mathematics Use appropriate tools strategically Attend to precision Look for & make use of structure Look for & express regularity in repeated reasoning 

Unit Overview/Summary - FOCUS: This unit focuses on operations and algebraic thinking as well as number and operations in base ten. Learning in this unit will enable students to: Represent and solve problems involving multiplication and division; Understand properties of multiplication and the relationship between multiplication and division; Multiply and divide within 100; Solve problems involving the four operations, and identify and explain patterns in arithmetic; and Use place value understanding and properties of operations to perform multi-digit arithmetic. 

Unit Overview/Summary - FOCUS: This unit focuses on operations and algebraic thinking as well as number and operations in base ten. Learning in this unit will enable students to: Represent and solve problems involving multiplication and division; Understand properties of multiplication and the relationship between multiplication and division; Multiply and divide within 100; Solve problems involving the four operations, and identify and explain patterns in arithmetic; and Use place value understanding and properties of operations to perform multi-digit arithmetic. 

Unit Overview/Summary - FOCUS: This unit focuses on operations and algebraic thinking. Learning in this unit will enable students to: Represent and solve problems involving multiplication and division; Understand properties of multiplication and the relationship between multiplication and division; Multiply and divide within 100; and Solve problems involving the four operations, and identify and explain patterns in arithmetic. 

Unit Overview/Summary - FOCUS: This unit focuses on operations and algebraic thinking. Learning in this unit will enable students to: Represent and solve problems involving multiplication and division; Understand properties of multiplication and the relationship between multiplication and division; Multiply and divide within 100; and Solve problems involving the four operations, and identify and explain patterns in arithmetic.

Unit Overview/Summary - FOCUS: This unit focuses on measurement and data.  Learning in this unit will enable students to: Solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects; and Represent and interpret data.

Unit Overview/Summary - FOCUS: This unit focuses on measurement and data.  Learning in this unit will enable students to: Solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects; and Represent and interpret data. 

Unit Overview/Summary - FOCUS: This unit focusses on measurement and data and geometry.  Learning in this unit will enable students to: Recognize perimeter as an attribute of plane figures and distinguish between linear and area measures. Reason with shapes and their attributes.

Unit Overview/Summary - FOCUS: This unit focusses on measurement and data and geometry.  Learning in this unit will enable students to: Recognize perimeter as an attribute of plane figures and distinguish between linear and area measures. Reason with shapes and their attributes. 

Unit Overview/Summary - FOCUS: This unit focuses on number and operations with fractions as well as geometry.  Learning in this unit will enable students to: Develop understanding of fractions as numbers; and Reason with shapes and their attributes. 

Unit Overview/Summary - FOCUS: This unit focuses on number and operations with fractions as well as geometry.  Learning in this unit will enable students to: Develop understanding of fractions as numbers; and Reason with shapes and their attributes. 

Unit Overview/Summary - FOCUS: This unit focusses on operations and algebraic thinking as well as measurement and data.  Learning in this unit will enable students to: Represent and solve problems involving multiplication and division; Understand properties of multiplication and the relationship between multiplication and division; Multiply and divide within 100; Solve problems involving the four operations, and identify and explain patterns in arithmetic; Solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects; Represent and interpret data; Geometric measurement: understand concepts of area and relate area to multiplication and to addition; and Geometric measurement: recognize perimeter as an attribute of plane figures and distinguish between linear and area measures.