Guidance Document - GO Math!

Grade 3
This document provides guidance on how teachers can adjust their implementation of GO Math! to better meet the requirements of the Common
Core State Standards or other College- and Career-Ready (CCR) standards. Guidance is provided at both the program and chapter levels and was
developed through a collaboration between districts currently using GO Math! and Student Achievement Partners. Student Achievement Partners
worked with districts across the country that appreciate the promise and potential of the GO Math! (K-5) comprehensive mathematics program from
Houghton Mifflin Harcourt and that sought to align GO Math! more closely to the expectations of rigorous college- and career-ready standards.
Student Achievement Partners worked with Houghton Mifflin Harcourt and teams of teachers from these districts to create guidance documents that
leverage the program's strongest elements and, when used alongside GO Math!, provide teachers the resources to deliver aligned instruction in order
to drive student outcomes.

Part 1: About Go Math!

Provides a summary of the program and an overall assessment of its strengths as well as areas that require attention to improve alignment.

Part 2: Program-Level Rules of Thumb

Program-level Rules of Thumb (RoT) provide alternate ways to use features that appear across the Go Math! program K-5. Some districts may want to
begin by just sharing Part 2 with teachers and supporting them in making the RoT a part of their daily instructional practice.

Part 3: Grade-Level Rules of Thumb

Grade-level RoT provide grade-specific alternate ways to use features in each grade-level of GO Math!. It also includes a reference to the Fluency
documents which provide supplemental resources to help students meet the fluency expectations at each grade level. Teachers may want to consult these at
the beginning of the school year as they are mapping out their year.

Part 4: Chapter-Level Guidance

Chapter-level guidance includes recommendations for each lesson in all chapters for each grade-level K-5. Lessons can be deleted, modified or left as is.
Sometimes, additional lessons are needed to fully reach the expectations of the standards; in these cases, a link to a free resource is provided. Keep in mind
that these lessons are often pulled from comprehensive programs and teachers will need to make decisions about which parts of the lessons to use.
Rationale is provided for why each change has been suggested. By studying this rationale teachers can gain a better understanding of the standards and how
to use the suggested resources. Teachers may want to consult each chapter-level guidance as part of a PLC before starting to teach the chapter.

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Part One: About GO Math! (K-5)
A description of the strengths in alignment and implementation recommendations

GO Math! K-5, written to the Common Core State Standards, was first published by Houghton Mifflin Harcourt in 2012. Since its initial publication,
a number of updates have been made in addition to the creation of some state-specific versions. For the most part, however, all of these editions and
versions have very similar content and the same instructional approaches.

GO Math! has created a sequence of chapters and lessons in each grade that allows for the large majority of time to be on the Major Work of the
grade. Generally, the content is aligned to the progression that is outlined in College and Career Ready (CCR) standards with little off-grade-level
content and little material that unduly interferes with grade-level learning. Students using GO Math! will generally get the right content for the grade
level, as outlined by the Standards.

Many lessons that focus on operations provide a mix of strategies and models to help students make sense of the work; however, these strategies and
models are rarely connected to each other or used to advance student understanding towards later work they will be doing. For instance, work with
addition and subtraction in 1st and 2nd grades includes a variety of representations and strategies that students must learn but does not highlight those
strategies which are place-value based and will further students’ understanding of the meaning and properties of the operations.

GO Math! provides opportunities for students to experience each aspect of Rigor (Conceptual Understanding, Procedural Skill and Fluency, and
Application) required in instruction for students to be college- and career-ready1. Two components of GO Math! that attempt to target Conceptual
Understanding are “Math Talk” and “Unlock the Problem.” “Math Talk” generally provides quality conceptual discussion question for students.
“Unlock the Problem,” however, is often overly scaffolded which means that students are not having authentic opportunities to make sense of
problems and engage with mathematical ideas within lessons that address standards calling for Conceptual Understanding. Overall, the lessons attend
to Fluency with addition/subtraction and multiplication/division facts as the focus of chapters and there is a “Fluency Builder” activity that shows up
several times a week. However, the Fluency Builder activities do not always correlate to the fluency expectations of the grade level. More work is
needed throughout the program to ensure that students meet the required fluencies of each grade. Application problems are provided in each lesson
in the Problem Solving ◆ Application section. Many of these problems provide opportunities for students to apply mathematical ideas to real-world
or mathematical problems. In addition, the “Problem of the Day” provides other opportunities for Application.

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Student Achievement Partners, The Common Core State Standards Shifts in Mathematics
http://achievethecore.org/page/900/the-common-core-state-standards-shifts-in-mathematics
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Part Two: Program-Level Rules of Thumb for GO Math! (K-5)
How should teachers use the features of the book to make instruction more aligned?

The Rules of Thumb below provide general guidance for how to leverage certain features of GO Math! to align the program to CCR standards with
an emphasis on the Standards for Mathematical Practice (SMPs).  Because the practice of teaching is about so much more than what is provided in
instructional materials, the Rules of Thumb serve as general guidance. They are not meant to replace teacher judgement about exactly how to use the
materials in every case. There may be times when the Rules of Thumb suggest omitting a certain feature but a teacher still chooses to use that feature
sparingly based on the specific content or learning goal for a particular lesson. Note: Some of these features may be slightly different in the
Kindergarten materials, as the program is structured a bit differently.

The Rules of Thumb are intended to help users make decisions about how to use the program in a way that is true to the intent of the SMPs. The
current references to the SMPs in the program are sometimes inconsistent or inaccurate.  By incorporating the recommendations below, it is much
more likely that classroom instruction will allow opportunities for students to engage in the SMPs.

Rule of Thumb Rationale

1) Daily Routines: Fluency builder does not consistently match grade-level

expectations for fluency. More consistent practice is needed to
Fluency Builder: Use only activities that are related to grade-level fluency expectations. See ensure students meet the fluency expectations of each grade
specific guidance on how to supplement in each grade-level document. level.

Vocabulary Builder: Rather than doing this as a separate activity, incorporate vocabulary, MP.6: Vocabulary should be embedded in the lesson as
where appropriate in daily lessons. students use and understand precise mathematical vocabulary.

2) Unlock the Problem/Listen and Draw: Present the problem to students without the MP.1 requires students to make sense of and solve problems.
scaffolding provided on the student-facing worksheet (e.g., project the problem on the board MP.4 requires students to have opportunities to use
and have students solve in a math notebook.) Use the scaffolding to drive questions for mathematics to model problems.
students as they work and use strategies presented, including those in “Another Way” section
as a frame for driving class discussion about student work. It may be also necessary to
remove the scaffolding and prompts from the Share and Show that follow these features.

3) Math Talk: These bubbles should be used for class discussion or writing prompts for Students need opportunities to respond to conceptual discussion
students, especially when lessons align to standards that require Conceptual Understanding. questions to meet the Standards’ expectations for Conceptual
Understanding.

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 4) Problem Solving ◆ Application (Real World): Make sure to allow time for students to MP.3 requires that students have opportunities to construct
do these problems, particularly when addressing standards that require Application. Go arguments and critique the reasoning of others which can
Deeper/Think Smarter generally provide problems that make a good basis for conceptual happen during discussions about these problems.
discussions. Use these for discussion, particularly when addressing standards that require
Conceptual Understanding.

5) Approach to Strategies and Models for Operations:  Provide more opportunities than are Many standards offer examples or choices for models or
currently offered for students to choose which strategies, representations, and models they use representations to use to perform operations or solve problems
to solve problems. In some cases, this may mean presenting problems that require specific (e.g., 2.NBT.B.7: Add and subtract within 1000, using concrete
strategies, representations, and models without suggesting or providing those supports models or drawings and strategies based on place value,
outright. [See Chapter Rules of Thumb for more specific guidance at each grade level.] properties of operations, and/or the relationship between
  addition and subtraction; relate the strategy to a written
Note: This Rule is not saying that strategies, representations, and models should be excluded method). As articulated in MP.5, students should “make sound
from instruction. Consistent with the Standards, all are helpful in building students’ decisions about when...tools might be helpful.”
understanding of the mathematics. The Rule is intended to incorporate the language of MP.5
and ensure that students ultimately are expected to make choices about which tools to use to
solve problems instead of too often being given specific tools within the problems.

6) General Approach to Vocabulary: Do not use the Developing Math Language section MP.6 requires attending to precision. The program tends to
in the front matter of each chapter. While the listed vocabulary words may be useful in some treat vocabulary as a topic to be taught separately rather than as
cases, definitions can be inaccurate or go above grade-level expectations. Vocabulary part of the work of the content standards and MPs. Integrating
Strategy sections distract from the work of the grade. Vocabulary instruction should be vocabulary work into the lessons will allow students to
integrated into the work of the lesson. communicate precisely and accurately about their mathematical
ideas.
Skip Vocabulary Builders/Games/Write Way at the beginning of each chapter. This
distracts from the work of the grade.

7) Assessment: Alignment to content standards

 Eliminate any questions aligned to lessons/content that has been deleted.
 Add in vetted questions that are aligned to lessons that have been added.
 Remove any directions in questions that require a specific strategy or model.

Part Three: Grade-Level Rules of Thumb for GO Math! (Grade 3)

What should teachers think about throughout the course of the year specifically for Grade 3 to make instruction more aligned?

Rule of Thumb Rationale

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Use the Grade 3: Resources for Developing Grade-Level Fluencies to provide 3.OA.C.7 requires students to know from memory all products
distributed practice on multiplication facts. of two one-digit numbers, by the end of Grade 3.

Use the Grade 3: Resources for Developing Grade-Level Fluencies to provide 3.NBT.A.2 requires students to fluently add and subtract within
distributed practice on multi-digit addition and subtraction 1000.

For corresponding edits to the chapter tests, please see the Chapter Test Alignment.

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Part Four: Chapter-Level Guidance for GO Math! (Grade 3)
How can teachers implement each chapter of Grade 3 to make instruction more aligned by making minor modifications and supplementing Open Educational
Resources (OER)?

Grade 3 / Chapter 1: Addition and Subtraction

Lesson Action Details for the Action Rationale

1.1 Number Patterns Delete Aligns to 1.OA.B.3 and 2.OA.C.3.

1.2 Round to the Nearest Ten As is

or Hundred

1.3 Estimate Sums Modify Do not introduce compatible number strategies. 3.NBT.A.1 requires using place value understanding to the
nearest 10 or 100.

1.4 Mental Math Strategies for Delete 3.NBT.A.2 requires students to fluently add and subtract within
Addition 1000. Numbers in the lesson do not move students toward
fluency with the size of numbers expected for Grade 3.

1.5 Use Properties to Add Delete Aligns to 2.NBT.B.6

1.6 Use the Break Apart Modify Condense these lessons to make the connection Lesson 1.6 aligns better to 2.NBT.B.7 since it is relying on place
Strategy to Add between breaking apart to add and the standard value understanding. Combining the lessons allows students to
1.7 Use Place Value to Add algorithm. develop the understanding that the algorithm is based on place
value that is required in 3.NBT.A.2.

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1.7.1 Add Illustrative Mathematics Grade 3 Unit 3 Lesson 3 Need more practice to reach the fluency requirements of
Add Your Way 3.NBT.A.2 and application requirements of 3.OA.D.8

Extra practice with addition computation to meet

fluency expectations:
● Add a three-digit and two-digit number

so that the total is within 1000

● Add two three-digit numbers so that the
total is within 1000

1.8 Estimate Differences Modify Do not introduce compatible number strategies. 3.NBT.A.1 requires using place value understanding to the
nearest 10 or 100.

1.9 Mental Math Strategies for Delete 3.NBT.A.2 requires students to fluently add and subtract within
Subtraction 1000. Numbers in the lesson do not move students toward
fluency with the size of numbers expected for Grade 3.

1.10 Use Place Value to As is

Subtract

1.11 Combine Place Values to As is

Subtract

1.11.1 Add Practice with subtraction computation to meet Need more practice to reach the fluency requirements of
fluency expectations. Resources: 3.NBT.A.2 and application requirements of 3.OA.D.8
● Subtract 2-Digit from 3-Digit Number
with Regrouping
● Subtract 3-digit from 3-digit number
● Subtract 3-Digit from 3-Digit Number
with Regrouping
● Balance the 3-Digit Addition or
Subtraction Equation

1.12 Model Addition and Delete Numbers are smaller than Grade 3 expectations (3.NBT.A.2 and
Subtraction 3.OA.D.8).

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1.12.1 Add Practice with one- and two-step word problems Need more practice to meet application expectations of
involving addition and subtraction. Resources: 3.OA.D.8
 Two-step word problems

Chapter 1 Rules of Thumb Rationale

Do not introduce rounding strategies that are purely procedural. Make sure that rounding 3.NBT.A.1 requires rounding to be based on place value.
strategies are always based on place value.

Highlight the connection between standard algorithm and place value. 3.NBT.A.2 requires that students use strategies and algorithms
based on place value, so that should be emphasized throughout
the chapter.

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 Grade 3 / Chapter 2: Represent and Interpret Data
Lesson Action Details for the Action Rationale

2.1 Organize Data Delete Graphing aligns to 2.MD.D.10 ; tally mark charts are not an
expectation of the standards.

2.2 Use Picture Graphs Modify Condense these lessons, placing strong emphasis 3.MD.B.3 is Supporting Work; focusing on 2.2 will allow to
2.3 Make Picture Graphs on 2.2 which requires students to answer strongly connect to 3.OA,D.8.
questions based on the graphs.

2.4 Use Bar Graphs Modify Condense these lessons, placing strong emphasis 3.MD.B.3 is Supporting Work; focusing on 2.4 will allow to
2.5 Make Bar Graphs on 2.4 which requires students to answer strongly connect to 3.OA,D.8.
questions based on the graphs

2.6 Solve Problems Using As is

Data

2.7 Use and Make Line Plots As is

Chapter 2 Rule of Thumb Rationale

Older versions may need more two-step problems about the data. (This doesn’t seem to be an 3.MD.B.3 requires students to solve two-step “how many more”
issue in the 2015 version.) and “how many less” problems using information presented in
scaled bar graphs.

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 Grade 3 / Chapter 3: Understand Multiplication
Lesson Action Details for the Action Rationale

3.1 Count Equal Groups As is

3.2 Relate Addition and As is

Multiplication

3.3 Skip Count on a Number Delete Number line is not a requirement of 3.OA.A or 3.OA.B work.
Line The abstract representation does not allow students to develop an
understanding of the meaning of multiplication as defined in
3.OA.A.1.

3.4 Model Multiplication Delete Move to Chapter 4. Allows lesson to be used to more fully develop 3.OA.D.8

3.4.1 Add Lesson about connecting equal groups to arrays: 3.OA.A.3 requires working with arrays. This lesson ties arrays
EngageNY, Module 1, Lesson 2 to the meaning of multiplication defined in 3.OA.A.1

3.5 Modify Condense the lessons; be sure to use the Math 3.OA.B.5 requires that students need to apply properties;
Model with Arrays Talks in both lessons. condensing the lessons will allow students to use the
3.6 commutative property in the context of multiplication work..
Commutative Property of Read “Using Arrays to Model Multiplication” in
Multiplication Lesson 3.5 for more context.

3.7 As is
Multiply with 1 and 0

Chapter 3 Rule of Thumb Rationale

Throughout the chapter, hold students to the meaning of each factor, as defined in the standard. 3.OA.A.1 requires students to interpret 5 × 7 as the total number
of objects in 5 groups of 7 objects each.

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Grade 3 / Chapter 4: Multiplication Facts and Strategies
Lesson Action Details for the Action Rationale

4.1 Multiply with 2 and 4 As is These lessons are misaligned. They are developing fluency and
should be tagged to 3.OA.7.
4.2 Multiply with 5 and 10 As is

4.3 Multiply with 3 and 6 As is

4.3.1 Add Lesson about the concept of distributive property: 3.MD.C.7c requires students to understand and apply the
EngageNY, Module 1, Lesson 9 distributive property using models.

4.3.2 Add Lesson about connecting arrays to the distributive

property: Engage NY, Module 1, Lesson 10

4.4 Distributive Property Modify Condense the lessons to allow students to apply 3.OA.B.5 requires students to apply properties; condensing the
4.5 Multiply with 7 the distributive property to multiplication work. lessons will allow students to use the distributive property in the
context of multiplication work..

4.6 Associative Property of Delete 3.OA.B.5 requires to apply properties; it is unnecessary to teach
Multiplication separate lessons on properties. Rule of Thumb on Vocabulary
will ensure teachers develop vocabulary around properties in the
context of mathematical work.

4.7 Patterns on the As is

Multiplication Table

4.8 Multiply with 8 As is

4.9 Multiply with 9 As is

4.9.1 Add Use Lesson 3.4 Will take continued work through the year to address 3.OA.D.8

4.10 Multiplication Modify De-emphasize the focus on the table and use this Change will align lesson more closely to 3.OA.A.3 and
lesson to provide more practice with students 3.OA.D.8
solving two-step problems in context.

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 Chapter 4 Rules of Thumb Rationale

Rely on the essential questions to guide instruction rather than the objectives. The objectives name a variety of strategies and models that can
distract from the understanding of multiplication and are not
named in the 3.OA standards.

Encourage kids to use the facts they know for the distributive property rather than just the To achieve 3.OA.C.7, students will need time and
one that is shown (4.4 and 4.5). encouragement to develop luency. That progression will look
different for different students.

Emphasize Rule of Thumb on Vocabulary for teachers to name properties as students are MP.6 requires attention to precision.
using them in their work throughout the chapter

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 Grade 3 / Chapter 5: Use Multiplication Facts
Lesson Action Details for the Action Rationale

5.1 Describe Patterns Modify Replace the first Math Talk question with the one 3.OA.D.9 requires students to identify patterns.
(for in later versions: “Look for a Pattern. Do you
earlier notice any other patterns in the Change avoids making this a lesson about unit rates (7.RP.A.1)
editions) Flashlights/Batteries table?”

5.2 Find Unknown Numbers Delete Move to the end of the chapter. 3.OA.A.4 is the bridge between 3.OA.A.1 and 3.OA.A.2.
Moving to the end of chapter allows students to connect the
work to the focus on division in the next chapter.

5.3 Use the Distributive Modify Condense the lessons so that students have an 3.NBT.A.3 requires that students use both properties of
Property opportunity to connect strategies; be sure to use operations and place value strategies to set students up for
5.4 Multiplication Strategies an array model to represent students’ work 4.NBT.B.5.
with Multiples of 10 solving the problems in 5.3.

5.5 Multiply 1-Digit As is

Numbers by Multiplies of 10

5.5.1 Add Use Lesson 5.2 3.OA.A.4 is the bridge between 3.OA.A.1 and 3.OA.A.2.
Moving to the end of chapter allows students to connect the
work to the focus on division in the next chapter

Chapter 5 Rule of Thumb Rationale

Vertically aligned problems do not imply that students need to use the standard algorithm to solve
These lessons focus on 3.NBT.A.3 which requires students to
them. use place value understanding, which they are just beginning to
relate to the operation of multiplication.

13
 Grade 3 / Chapter 6: Understand Division
Lesson Action Details for the Action Rationale

6.1 Model Division As is

6.2 Size of Equal Groups As is

6.3 Number of Equal Groups As is

6.4 Model with Bar Models As is Note: The title of the lesson is misleading; the
focus of the lesson is introducing division
notation

6.5 Relate Subtraction and Delete 3.OA.C.7 asks for fluency and this lesson works against it.
Division

6.6 Model with Arrays As is

6.7 Relate Multiplication and As is

Division

6.8 Write Related Facts As is

6.9 Division Rules for 1 and As is

0

Chapter 6 Rules of Thumb Rationale

Until division notation is introduced in 6.4, students should write missing factor equations to 3.OA.B.6 requires students to connect multiplication and
represent their work. division.

Do not require students to use a specific model to solve division problems. 3.OA.A.3 does not require a specific representation.

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 Grade 3 / Chapter 7: Division Facts and Strategies
Lesson Action Details for the Action Rationale

7.1 Divide by 2 Modify Condense to mirror structure of multiplication These lessons align to the work of 3.OA.C. The focus of lessons
7.5 Divide by 4 fact work in Chapter 3. is on building fluency, rather than 3.OA.3 (as currently tagged),
which requires application.
7.2 Divide by 10 Modify Condense to mirror structure of multiplication
7.3 Divide by 5 fact work in Chapter 3.

7.4 Divide by 3 Modify Condense to mirror structure of multiplication

7.6 Divide by 6 fact work in Chapter 3.

7.7 Divide by 7 Modify Condense to mirror structure of multiplication

7.8 Divide by 8 fact work in Chapter 3.

7.9 Divide by 9 As is

7.9.1 Add Illustrative Mathematics Grade 3 Unit 4 Lesson 7 3.OA.B.3 requires that students have the opportunity to interpret
Relate Multiplication and Division a variety of word problems. See Table 3: Multiplication and
divisions situations (CC/OA Progression, p. 23).

7.9.2 Add Illustrative Math Grade 3 Unit 3 Lesson 19 Will take continued work through the year to address 3.OA.D.8
Situations and Equations

Extra practice with multi-step problems:

CPALMS: Getting the hang of two-step word
problems

7.10 Two-Step Problems Modify Throughout the lesson, students should write an Will take continued work through the year to address 3.OA.D.8
equation to represent the word problem.
Teachers should bring up using parentheses to
make the equation align to the word problem,
when it matches work presented by students.

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7.11 Order of Operations Delete Not in Grade 3 standards; more aligned to 5.OA.A.1

For more information about Order of Operations and appropriate

notation for Grade 3, see CC/OA Progression, p. 27.

Chapter 7 Rule of Thumb Rationale

Don’t tell students to use a specific strategy or model to solve division problems. The goal is 3.OA.C.7 does not require specific strategies to develop fluency
fluency, so students should be building on facts they know and may use different strategies to
develop fluency.

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 Grade 3 / Chapter 8: Understand Fractions
Lesson Action Details for the Action Rationale

8.1 Equal Parts of a Whole Delete More aligned to 2.G.A.3 than Grade 3 expectations

8.1.1 Add Illustrative Mathematics Grade 3 Unit 5 Lesson 2 Need to make connection between Grade 2 work and aligning to
Name Parts as Fractions 3.G.A.2.

8.2 Equal Shares Delete Aligns to 5.NF.B.3

8.3 Unit Fractions of a As is

Whole

8.4 Fractions of a Whole As is

8.5 Fractions on a Number As is

Line

8.5.1 Add Lesson about placing fractions on a number line 3.NF.A.2 includes working with fractions greater than 1, which
between 0 and 1: EngageNY,Module 5, Lesson are not fully addressed in other lessons.
16

8.5.2 Add Lesson about placing fractions on a number line,

including fractions greater than 1: EngageNY,
Module 5, Lesson 17

Additional task to use: Illustrative Mathematics,

Locating Fractions Greater than One on the
Number Line

8.6 Relate Fractions and Modify Increase emphasis on number line by showing Addresses 3.NF.A.2b
Whole Numbers (or having kids use) a number line in addition to
the area models.

8.7 Fractions of a Group Delete Aligns to 5.NF.B.4

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8.8 Find Part of a Group Delete Aligns to 5.NF.B.4
Using Unit Fractions

8.9 Find the Whole Group Delete Aligns to 5.NF.B.4

Using Unit

Chapter 8 Rule of Thumb Rationale

Rule of Thumb on Vocabulary -- Numerator and denominator need to be introduced and used MP.6 requires attention to precision, including vocabulary.
consistently within the lessons

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 Grade 3 / Chapter 9: Compare Fractions
Lesson Action Details for the Action Rationale

9.1 Compare Fractions Modify Spend 2 days on this lesson. (Chapter At A Students need more time to develop 3.NF.A.3d.
Glance recommends 1-2 days.)
MP.5 requires students to choose and use appropriate tools.
Make concrete models and number lines
available for students to use to solve the problem.

9.2 Compare Fractions with As is .

the Same Denominator

9.3 Compare Fractions with As is

the Same Numerator

9.4 Compare Fractions Delete 3.NF.A.3d only requires comparing fractions with the same
numerator or denominator; this lesson includes all different
fractions.

9.4.1 Add Lesson about comparing fractions, including Focus on types of comparisons required in 3.NF.A.3d and using
fractions greater than 1 using the number line: the number line to emphasize the cluster level understanding of
EngageNY, Module 5, Lesson 18 3.NF.A.

9.4.2 Add Lesson about comparing fractions, including

fractions greater than 1 using the number line:
EngageNY, Module 5, Lesson 19

9.4.3 Add Practice with comparing fractions: Illustrative

Mathematics, Comparing Fractions Game

9.5 Compare and Order Delete 3.NF.A.3d only asks for students to compare two fractions; this
Fractions requires ordering.

9.6 Model Equivalent As is

Fractions

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9.7 Equivalent Fractions Delete 3.NF.A.3b requires students to generate equivalent fraction; this
lesson also does not allow students to explain why the fractions
are equivalent.

9.7.1 Add Lesson about generating equivalent fractions 3.NF.A.3b requires students to generate equivalent fractions.
using models: EngageNY, Module 5, Lesson 22

Additional task to use: Illustrative Mathematics,

Halves, Thirds and Sixths

9.7.2 Add Illustrative Mathematics Grade 3 Unit 5 Lesson 3.NF.A.3b requires students to generate equivalent fractions.
12 Equivalent Fractions on a Number Line

Chapter 9 Rules of Thumb Rationale

Eliminate any representations of fractions of a set. Fractions of a set align to 5.NF.B.4.

Incorporate number line representations as much as possible. Number lines are important to develop cluster level
understanding of 3.NF.A.

Consistently reinforce the concept that fractions can only be compared when they refer to the 3.NF.A.3d requires that fractions being compared must refer to
same whole. the same whole.

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 Grade 3 / Chapter 10: Time, Length, Liquid Volume, and Mass
Lesson Action Details for the Action Rationale

10.1 Time to the Minute As is

10.2 A.M. and P.M. Delete Aligns to 2.MD.C.7

10.3 Measure Time Intervals As is

10.4 Use Time Intervals As is

10.5 Time Intervals Delete Aligns more to 4.MD.A.2. 3.MD.A.1 limits to problems that do
not cross the hour marks.

10.6 Measure Length As is

10.7 Estimate and Measure As is

Liquid Volume

10.8 Estimate and Measure As is

Mass

10.9 Solve Problems About As is

Liquid Volume and Mass

10.9.1 Add EngageNY Grade 3 Module 2 Lesson 8 Students need more work on the second sentence of 3.MD.A.2
that requires solving word problems involving measurement.

Chapter 10 Rule of Thumb Rationale

There are no chapter-specific Rules of Thumb. Be sure to still apply grade- and program-level
Rules of Thumb from Part Two and Part Three of this document.

21
 Grade 3 / Chapter 11: Perimeter and Area
Lesson Action Details for the Action Rationale

11.1 Model Perimeter As is

11.2 Find Perimeter As is

11.3 Find Unknown Side As is

Lengths

11.4 Understand Area As is

11.5 Measure Area As is

11.6 Use Area Models As is

11.7 Area of Rectangles Delete Lesson includes multiplicative comparison (4.OA.A.1) and does
not ensure that students are multiplying (3.MD.C.7b) because
grids are provided.

11.7.1 Add Lesson about directly connecting area to

multiplication by moving away from using grids:
Go Math, Grade 4, Lesson 13.2

Additional resource: EngageNY, Module 4

Lesson 7

11.7,2 Add Illustrative Mathematics, Grade 3 Unit 2 Lesson 3,MD.7c requires students to use tiling to relate area to the
12: Area and Addition distributive property of multiplication.

11.8 Area of Combined Delete Lesson doesn’t get to the full depth of 3.MD.7c or 3.MD.7d.
Rectangles

22
11.8.1 Add Lesson about identifying area as additive: Go 3.MD.C.7d requires recognizing area as additive. Find areas of
Math, Grade 4, Lesson 13.3 rectilinear figures by decomposing them into non-overlapping
rectangles and adding the areas of the non-overlapping parts,
Additional resources available: applying this technique to solve real world problem
● Illustrative Mathematics, Three Hidden
Rectangles
● EngageNY Grade 3 Module 4 Lesson 13

11.9 Same Perimeter, As is

Different Areas

11.10 Same Area, Different As is

Perimeters

11.10.1 Add Practice with word problems involving area and While the emphasis of 3.MD.C is on conceptual understanding
perimeter: EngageNY, Module 7, Lesson 28 of area, 3.MD.D.8 requires an application to real-world context
that is not fully addressed in the unit.

Chapter 11 Rule of Thumb Rationale

In area work, students should write the multiplication expression to find area. 3.MD.C.7 requires relating area to multiplication.

23
 Grade 3 / Chapter 12: Two-Dimensional Shapes
Lesson Action Details for the Action Rationale

12.1 Describe Plane Shapes Delete Vocabulary required aligns to expectations of 4.G.A

12.2 Describe Angles in Delete Vocabulary required aligns to expectations of 4.G.A

Plane Shapes

12.3 Identify Polygons As is

12.4 Describe Sides of As is

Polygons

12.5 Classify Quadrilaterals As is

12.6 Draw Quadrilaterals As is

12.7 Describe Triangles Delete More aligned to 4.G.A.2

12.8 Classify Plane Shapes Delete 3.G.A.1 is fully addressed in the other lessons in this unit and
this is Supporting Work.

12.9 Relate Shapes, As is

Fractions, and Area

Chapter 12 Rule of Thumb Rationale

There are no chapter-specific Rules of Thumb. Be sure to still apply grade- and program-
level Rules of Thumb from Part Two and Part Three of this document

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