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## Grade 3 Semester 1

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### Semester 1 Week 1 – Numbers to 10,000

Students will apply counting skills within hundreds and thousands, using the number 1,000 as a reference, to estimate and count larger numbers. Use of fixed amounts also helps with pattern recognition in number sequences. As larger numbers represent authentic numbers in real life, students will solve word problems within these contexts and may apply larger numbers to real life through authentic tools such as money. Students can practice representing numbers in standard and expanded numeric and word forms.

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### Semester 1 Week 3 – Mental Math and Estimation

Practicing mental math requires place value understanding. Teach students how to mentally add and subtract by decomposing numbers or reformulating numbers through compensation. Use place value understanding and rounding skills to estimate numbers and make sense of reasonable answers.

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### Semester 1 Week 5 – Addition to 10,000

In this lesson, students practice counting skills of larger numbers: hundreds and thousands, and consider real life context to make sense of the sizes of these numbers. Using place value skills, students learn to compare numbers and identify patterns in a number sequence. Students also practice reading and writing numbers in standard and expanded forms, numerically and in word format.

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### Semester 1 Week 6 – Subtraction to 10,000

Students will subtract three and four digit numbers without regrouping, relying on understanding of place value and the part-part-whole concept. Students can start by building numbers by place value with hands-on manipulatives, before moving on to pictorial representations of these numbers. Students should work with concrete and pictorial tools to develop a solid and conceptual understanding of regrouping. Finally, teach students to use this conceptual understanding of each digit’s place value and regrouping with the standard algorithm.

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### Semester 1 Week 8 – Using Bar Models: Addition and Subtraction

Teach students how to solve two step addition and subtraction problems using bar models to represent the values, including the unknown value. Bar models can be used in part-part-whole type problems as well as comparison problems, and students need to interpret which type of problem they have before applying the bar model method.

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### Semester 1 Week 9 – Multiplication Tables of 6, 7, 8, and 9

Multiplication of 6s, 7s, 8s, and 9s can be challenging for most students. As with the smaller numbers, students will apply similar strategies, including using the properties of multiplication to identify the unknown value, typically the product, but also a factor. Finding a missing factor ties directly to division concepts. Students should be able to use bar models to solve related word problems.

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### Semester 1 Week 12 – Multiplication

In this lesson, students focus on multiplying three digit numbers by one digit numbers, with and without regrouping. Pictorial representations and use of place value chips can be a great visual and interactive tool for instruction. Students can multiply by place value which is effective as a strategy on its own or as a step toward using the standard algorithm.

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### Semester 1 Week 14 – Division

Divide numbers consisting of up to four digits by a one digit number with and without remainders. Students will use strategies that include place value understanding and multiplication concepts and properties.

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### Semester 1 Week 16 – Using Bar Models: Multiplication and Division

Teach students to use bar models when solving two step word problems that require all four operations. Students can practice interpreting word problems and determine which operation they would use per step. They should apply bar model representations that match each step. In these word problems, students should apply the addition, subtraction, multiplication, or division strategies they have learned.