MATH GRADE 3 Page of
Units: Unit 1: Multiplication, Division and Concepts of Area Unit 2: Modeling Multiplication, Division and Fractions Unit 3: Fractions as Numbers and Measurement 
Unit Title  Unit 1: Multiplication, Division and Concepts of Area  Timeframe  40 days 
Unit Summary  In this unit students will use critical thinking skills to interpret products of whole numbers as repeated addition and as the total number of objects (up to 100) in equal groups or arrays (CRP8). They will reason effectively and evaluate evidence to interpret quotient as a set of objects (up to 100) partitioned equally into a number of shares and as the number of equal shares. Students will use multiplication and division within 100 to articulate findings to word problems by modeling equal groups or arrays and by writing equations to represent equal groups or arrays. Work collaboratively to determine the unknown in a division or multiplication equation relating 3 whole numbers (within 100)(CRP12). Communicate constructively to share solutions to division problems with whole numbers by representing the problem as an unknown factor problem (CRP4). Apply technology effectively to measure areas by counting unit squares (cm2 , m2 , in2 , ft2 , and improvised units)(CRP11). Interact effectively with others to tile a rectangle to find its area and explain the relationship between tiling and multiplying side lengths to find the area of rectangles. Understand different viewpoints and perspectives while solving real world problems by multiplying side lengths to find areas of rectangles (CRP5). Demonstrate openness to new ideas, information, tools and ways of thinking to multiply one digit whole numbers by multiples of 10 (1090)(CRP6). Topic 1 Understand Multiplication and Division of Whole Numbers Topic 2 Multiplication Facts: Use Patterns Topic 3 Apply Properties: Multiplication Facts for 3,4,6,7,8 Topic 4 Use Multiplication to Divide; Division Facts Topic 5 Fluently Multiply and Divide within 100 Topic 6 Connect Area to Multiplication and Addition Topic 8 Use Strategies and Properties to Add Subtract Topic 9 Fluently Add and Subtract Within 1,000 Topic 10 Multiply by Multiples of 10  
Learning Targets  
Essential Questions  Topic 1: What are the different meanings of multiplication and division? Topic 2: How can unknown multiplication facts be found using patterns and properties? Topic 3: How can unknown multiplication facts be found using known facts? Topic 4: How can unknown division facts be found using known multiplication facts? Topic 5: What are strategies to solve multiplication and division facts? Topic 6: How can area be measured and found? Topic 8: How can sums and differences be estimated and found mentally? Topic 9: What are standard procedures for adding and subtracting whole numbers? Topic 10: What are ways to multiply by multiples of 10?  
Enduring Understandings  Students will understand:
 
Know  By the end of this unit, students will know:
number of objects in each group.
found by covering a figure with unit squares.
 
Do  By the end of this unit, students will be able to:
multiplication.
 
Evidence of Learning  
Formative 
 
Summative/ Benchmark 
 
Alternative Assessments 
 
Learning Activities  
 
Materials / Equipment / Resources  
Core Instructional Materials and Texts  enVisionmath 2.0 ( Hardcopy and electronic edition)
Google Classroom  
Equipment  Chromebooks Smartboards Math Centers  
Supplemental Resources  3.OA.A.3 Analyzing Word Problems Involving Multiplication 3.OA.A.4 Finding the unknown in a division equation 3.MD.C.6 Finding the Area of Polygons 3.MD.C.7a India's Bathroom Tiles 3.NBT.A.1 Rounding to 50 or 500 
Standards  
Content Statement  Mathematical Practice Standards  
 MP 2 Reason abstractly and quantitatively. MP.4 Model with mathematics.  
 MP 2 Reason abstractly and quantitatively. MP.4 Model with mathematics.  
 MP.1 Make sense of problems and persevere in solving them. MP.4 Model with mathematics.  
 MP 2 Reason abstractly and quantitatively. MP.7 Look for and make use of structure.  
 MP.3 Construct viable arguments and critique the reasoning of others. MP.6 Attend to precision. MP.7 Look for and make use of structure.  
3.MD.C.5a. A square with side length 1 unit, called “a unit square,” is said to have “one square unit” of area, and can be used to measure area. 3.MD.C.5b. A plane figure which can be covered without gaps or overlaps by n unit squares is said to have an area of n square units.
 MP 2 Reason abstractly and quantitatively. MP.4 Model with mathematics. MP.5 Use appropriate tools strategically. MP.7 Look for and make use of structure.  
3.MD.C.7a. Find the area of a rectangle with wholenumber side lengths by tiling it, and show that the area is the same as would be found by multiplying the side lengths. 3.MD.C.7b. Multiply side lengths to find areas of rectangles with wholenumber side lengths in the context of solving real world and mathematical problems, and represent wholenumber products as rectangular areas in mathematical reasoning.  MP.4 Model with mathematics. MP.5 Use appropriate tools strategically.  
 MP 2 Reason abstractly and quantitatively.  
 MP 2 Reason abstractly and quantitatively.  
21st Century Skills and Themes  
Interdisciplinary Connections  Career Ready Practices  9.2 Career Awareness, Exploration, and Preparation 
NJSLSA.R1. Read closely to determine what the text says explicitly and to make logical inferences and relevant connections from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text NJSLSA.R4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. NJSLSA.R7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. NJSLSA.R8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. NJSLSA.R10. Read and comprehend complex literary and informational texts independently and proficiently with scaffolding as needed. NJSLSA.W1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. NJSLSA.W2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. NJSLSA.SL1. Prepare for andparticipate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. NJSLSA.SL2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. NJSLSA.SL4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience. NJSLSA.SL5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations. Science: ESS2.D, 3ESS21,3ESS22, 3ESS31, 3LS31, CLS32, 3PS21, 3PS22, 3LS41, 3LS44, 3LS21, 3LS43  DELETE OUT THOSE NOT APPLICABLE TO THIS UNIT
 DELETE OUT THOSE NOT APPLICABLE TO THIS UNIT By the end of 4th grade,

Technology Standards  8.1  
3 5th Grade  
A. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations.  
 8.1.5.A.1 Select and use the appropriate digital tools and resources to accomplish a variety of tasks including solving problems.
 
 8.1.5.A.2. Format a document using a word processing application to enhance text and include graphics, symbols and/ or pictures.  
8.1.5.A.3 Use a graphic organizer to organize information about problem or issue.  
8.1.5.A.4 Graph data using a spreadsheet, analyze and produce a report that explains the analysis of the data.  
8.1.5.A.5 Create and use a database to answer basic questions.  
8.1.5.A.6 Export data from a database into a spreadsheet; analyze and produce a report that explains the analysis of the data.  
B. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge and develop innovative products and process using technology.  
 8.1.5.B.1 Collaborative to produce a digital story about a significant local event or issue based on firstperson interviews.  
C. Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.  
 8.1.5.C.1 Engage in online discussions with learners of other cultures to investigate a worldwide issue from multiple perspectives and sources, evaluate findings and present possible solutions, using digital tools and online resources for all steps.  
D. Digital Citizenship: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.  
 8.1.5.D.1 Understand the need for and use of copyrights.  
 8.1.5.D.2 Analyze the resource citations in online materials for proper use.  
8.1.5.D.3 Demonstrate an understanding of the need to practice cyber safety, cyber security, and cyber ethics when using technologies and social media.
 
 8.1.5.D.4 Understand digital citizenship and demonstrate an understanding of the personal consequences of inappropriate use of technology and social media.
 
E: Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information.  
 8.1.5.E.1 Use digital tools to research and evaluate the accuracy of, relevance to, and appropriateness of using print and nonprint electronic information sources to complete a variety of tasks.
 
F: Critical thinking, problem solving, and decision making: Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.  
 8.1.5.F.1 Apply digital tools to collect, organize, and analyze data that support a scientific finding. 
Modifications/Accommodations (IEPs, ELLs, 504s, G/T & BASIC SKILLS)  
Quick Check Intervention Activity Problemsolving Reading Mat Center Games Math and Science Activity Visual Learning Math Tools Math Games Higher Order Thinking Questions Leveled Homework and Practice Another Look Homework Video Adaptive Homework and Practice Today’s Challenge Math Diagnosis and Intervention System Practice Buddy Ell Toolkit 
Unit Title  Unit 2: Modeling Multiplication, Division and Fractions  Timeframe  40 days 
Unit Summary  Use critical thinking skills to multiply and divide within 100 to solve word problems involving measurement quantities (area) using drawings (CRP8). Multiply onedigit whole numbers by applying the properties of operations (commutative, associative, and distributive properties) and communicate answers effectively (CRP2). Apply technology effectively to tile an area model to represent the distributive property (CRP11). Use creativity and critical thinking skills to solve realworld problems involving finding areas of rectilinear figures by decomposing them into nonoverlapping rectangles and adding the areas of the nonoverlapping parts (CRP8). Fluently multiply and divide within 40 using strategies such as the relationship between multiplication and division (CRP4). Write equations when solving twostep word problems, using a symbol for an unknown. Interact effectively with others to find the value of an unknown in an equation involving any of the four operations and use estimation strategies to assess the reasonableness of answers (CRP12). Reason effectively to recognize arithmetic patterns, including patterns in addition or multiplication tables, and explain the patterns using properties of operations (CRP4). Fluently add and subtract (with regrouping) two 2digit whole numbers within 100. Work independently and/or in diverse teams to partition shapes into parts with equal areas and express the area of each part as a unit fraction; interpret the unit fraction 1/b as the quantity formed by 1 of b equal parts of a whole and the fraction a/b as the quantity formed by a parts of size 1/b (CRP6). Topic 1 Understand Multiplication and Division of Whole Numbers Topic 2 Multiplication Facts: Use Patterns Topic 3 Apply Properties: Multiplication Facts for 3,4,6,7,8 Topic 4 Use Multiplication to Divide; Division Facts Topic 5 Fluently Multiply and Divide within 100 Topic 6 Connect Area to Multiplication and Addition Topic 8 Use Strategies and Properties to Add Subtract Topic 9 Fluently Add and Subtract Within 1,000 Topic 11 Use Operations with Whole Numbers to Solve Problems  
Learning Targets  
Essential Questions 
 
Enduring Understandings  Students will understand:
 
Know  By the end of this unit, students will know:
parts.
 
Do  By the end of this unit, students will be able to:
 
Evidence of Learning  
Formative 
 
Summative/ Benchmark 
 
Alternative Assessments 
 
Learning Activities  
 
Materials / Equipment / Resources  
Core Instructional Materials and Texts  enVisionmath 2.0 ( Hardcopy and electronic edition)
Google Classroom  
Equipment  Chromebooks Smartboards Math Centers  
Supplemental Resources  3.OA.A.3 Two Interpretations of Division 3.OA.B.5 Valid Equalities? (Part 2) 3.MD.C.7c Introducing the Distributive Property 3.OA.C.7 Kiri's Multiplication Matching Game 
Standards  
Content Statement  Mathematical Practice Standards  
 MP.1 Make sense of problems and persevere in solving them. MP.4 Model with mathematics.  
Examples: If 6 × 4 = 24 is known, then 4 × 6 = 24 is also known. (Commutative property of multiplication.) 3 × 5 × 2 can be found by 3 × 5 = 15, then 15 × 2 = 30, or by 5× 2 = 10, then 3 × 10 = 30. (Associative property of multiplication.) Knowing that 8 × 5 = 40 and 8 × 2 =16, one can find 8 × 7 as 8 × (5 + 2) = (8 × 5) + (8 × 2) = 40 + 16 = 56. (Distributive property.) *[Students need not use the formal terms for these properties.] *[Limit to single digit factors and multipliers. 7 x 4 x 5 would exceed grade 3 expectations because it would result in a twodigit multiplier (28 x 5)]
3.MD.C.7c. Use tiling to show in a concrete case that the area of a rectangle with wholenumber side lengths a and b + c is the sum of a × b and a × c. Use area models to represent the distributive property in mathematical reasoning.  MP.3 Construct viable arguments and critique the reasoning of others. MP.5 Use appropriate tools strategically. MP.6 Attend to precision. MP.7 Look for and make use of structure.  
3.MD.C.7d. Recognize area as additive. Find areas of rectilinear figures by decomposing them into nonoverlapping rectangles and adding the areas of the nonoverlapping parts, applying this technique to solve real world problems.  MP.3 Construct viable arguments and critique the reasoning of others. MP.5 Use appropriate tools strategically. MP.6 Attend to precision. MP.7 Look for and make use of structure.  
 MP 2 Reason abstractly and quantitatively. MP.7 Look for and make use of structure. MP.8 Look for and express regularity in repeated reasoning.  
 MP.1 Make sense of problems and persevere in solving them. MP 2 Reason abstractly and quantitatively. MP.3 Construct viable arguments and critique the reasoning of others. MP 4. Model with mathematics MP.5 Use appropriate tools strategically. MP.6 Attend to precision.  
For example, observe that 4 times a number is always even, and explain why 4 times a number can be decomposed into two equal addends.  MP.3 Construct viable arguments and critique the reasoning of others. MP.6 Attend to precision. MP.7 Look for and make use of structure. MP.8 Look for and express regularity in repeated reasoning.  
 MP 2 Reason abstractly and quantitatively.  
*[Grade 3 expectations in this domain are limited to fractions with denominators 2, 3, 4, 6, and 8.]
 MP 2 Reason abstractly and quantitatively. MP.5 Use appropriate tools strategically. MP.6 Attend to precision. MP.7 Look for and make use of structure.  
21st Century Skills and Themes  
Interdisciplinary Connections  Career Ready Practices  9.2 Career Awareness, Exploration, and Preparation 
NJSLSA.R1. Read closely to determine what the text says explicitly and to make logical inferences and relevant connections from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text NJSLSA.R4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. NJSLSA.R7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. NJSLSA.R8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. NJSLSA.R10. Read and comprehend complex literary and informational texts independently and proficiently with scaffolding as needed. NJSLSA.W1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. NJSLSA.W2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. NJSLSA.SL1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. NJSLSA.SL2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. NJSLSA.SL4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience. NJSLSA.SL5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations. Science: ESS2.D, 3ESS21,3ESS22, 3ESS31, 3LS31, CLS32, 3PS21,3PS22, 3LS21, 3LS43, 3LS41, 3LS44  DELETE OUT THOSE NOT APPLICABLE TO THIS UNIT
 DELETE OUT THOSE NOT APPLICABLE TO THIS UNIT By the end of 4th grade,

Technology Standards  8.1  
3 5th Grade  
A. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations.  
 8.1.5.A.1 Select and use the appropriate digital tools and resources to accomplish a variety of tasks including solving problems.
 
 8.1.5.A.2. Format a document using a word processing application to enhance text and include graphics, symbols and/ or pictures.  
8.1.5.A.3 Use a graphic organizer to organize information about problem or issue.  
8.1.5.A.4 Graph data using a spreadsheet, analyze and produce a report that explains the analysis of the data.  
8.1.5.A.5 Create and use a database to answer basic questions.  
8.1.5.A.6 Export data from a database into a spreadsheet; analyze and produce a report that explains the analysis of the data.  
B. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge and develop innovative products and process using technology.  
 8.1.5.B.1 Collaborative to produce a digital story about a significant local event or issue based on firstperson interviews.  
C. Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.  
 8.1.5.C.1 Engage in online discussions with learners of other cultures to investigate a worldwide issue from multiple perspectives and sources, evaluate findings and present possible solutions, using digital tools and online resources for all steps.  
D. Digital Citizenship: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.  
 8.1.5.D.1 Understand the need for and use of copyrights.  
 8.1.5.D.2 Analyze the resource citations in online materials for proper use.  
8.1.5.D.3 Demonstrate an understanding of the need to practice cyber safety, cyber security, and cyber ethics when using technologies and social media.
 
 8.1.5.D.4 Understand digital citizenship and demonstrate an understanding of the personal consequences of inappropriate use of technology and social media.
 
E: Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information.  
 8.1.5.E.1 Use digital tools to research and evaluate the accuracy of, relevance to, and appropriateness of using print and nonprint electronic information sources to complete a variety of tasks.
 
F: Critical thinking, problem solving, and decision making: Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.  
 8.1.5.F.1 Apply digital tools to collect, organize, and analyze data that support a scientific finding. 
Modifications/Accommodations (IEPs, ELLs, 504s, G/T & BASIC SKILLS)  
Quick Check Intervention Activity Problemsolving Reading Mat Center Games Math and Science Activity Visual Learning Math Tools Math Games Higher Order Thinking Questions Leveled Homework and Practice Another Look Homework Video Adaptive Homework and Practice Today’s Challenge Math Diagnosis and Intervention System Practice Buddy Ell Toolkit 
Unit Title  Unit 3: Fractions as Numbers and Measurement  Timeframe  40 days 
Unit Summary  Topic 12 Understand Fractions as Numbers Topic 13 Fraction Equivalences and Comparison Topic 14 Solve Time, Capacity, and Mass problems Topic 15 Attributes of TwoDimensional Shapes Topic 16 Solve Perimeter Problem  
Learning Targets  
Essential Questions  Topic 12  What are different interpretations of a fraction? Topic 13  What are different ways to compare fractions? Topic 14  How can time, capacity, and mass be measured and found? Topic 15  How can twodimensional shapes be described, analyzed, and classified? Topic 16  How can perimeter be measured and found?  
Enduring Understandings  Students will understand:
 
Know  By the end of this unit, students will know:
 
Do  By the end of this unit, students will be able to:
model).
locate them on the number line.
 
Evidence of Learning  
Formative 
 
Summative/ Benchmark 
 
Alternative Assessments 
 
Learning Activities  
 
Materials / Equipment / Resources  
Core Instructional Materials and Texts  enVisionmath 2.0 ( Hardcopy and electronic edition)
Google Classroom  
Equipment  Chromebooks Smartboards Math Centers  
Supplemental Resources  3.NF.A.2 Find 1 Starting from 5/3 3.NF.A.2 Locating Fractions Greater than One on the Number Line 
Standards  
Content Statement  Mathematical Practice Standards  
3.NF.A.2a. Represent a fraction 1/b on a number line diagram by defining the interval from 0 to 1 as the whole and partitioning it into b equal parts. Recognize that each part has size 1/b and that the endpoint of the part based at 0 locates the number 1/b on the number line. 3.NF.A.2b. Represent a fraction a/b on a number line diagram by marking off a lengths 1/b from 0. Recognize that the resulting interval has size a/b and that its endpoint locates the number a/b on the number line. *[Grade 3 expectations in this domain are limited to fractions with denominators 2, 3, 4, 6, and 8.]  MP.5 Use appropriate tools strategically.  
3.NF.A.3a. Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line. 3.NF.A.3b. Recognize and generate simple equivalent fractions, e.g., 1/2 = 2/4, 4/6 = 2/3). Explain why the fractions are equivalent, e.g., by using a visual fraction model. 3.NF.A.3c. Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers. Examples: Express 3 in the form 3 = 3/1; recognize that 6/1 = 6; locate 4/4 and 1 at the same point of a number line diagram. 3.NF.A.3d. Compare two fractions with the same numerator or the same denominator by reasoning about their size. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model. *[Grade 3 expectations in this domain are limited to fractions with denominators 2, 3, 4, 6, and 8.]  MP 2 Reason abstractly and quantitatively. MP.3 Construct viable arguments and critique the reasoning of others. MP.4 Model with mathematics. MP.5 Use appropriate tools strategically. MP.7 Look for and make use of structure.  
 MP.1 Make sense of problems and persevere in solving them. MP 2 Reason abstractly and quantitatively. MP.4 Model with mathematics. MP.5 Use appropriate tools strategically.  
 MP.1 Make sense of problems and persevere in solving them. MP 2 Reason abstractly and quantitatively. MP.4 Model with mathematics. MP.5 Use appropriate tools strategically. MP.6 Attend to precision.  
 MP.5 Use appropriate tools strategically. MP.6 Attend to precision. MP.7 Look for and make use of structure.  
 MP.1 Make sense of problems and persevere in solving them. MP 2 Reason abstractly and quantitatively. MP.4 Model with mathematics. MP.5 Use appropriate tools strategically.  
 MP 2 Reason abstractly and quantitatively. MP.7 Look for and make use of structure. MP.8 Look for and express regularity in repeated reasoning.  
21st Century Skills and Themes  
Interdisciplinary Connections  Career Ready Practices  9.2 Career Awareness, Exploration, and Preparation 
NJSLSA.R1. Read closely to determine what the text says explicitly and to make logical inferences and relevant connections from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text NJSLSA.R4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. NJSLSA.R7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. NJSLSA.R8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. NJSLSA.R10. Read and comprehend complex literary and informational texts independently and proficiently with scaffolding as needed. NJSLSA.W1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. NJSLSA.W2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. NJSLSA.SL1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. NJSLSA.SL2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. NJSLSA.SL4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience. NJSLSA.SL5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations. Science: 3PS23, 3PS24, 3LS1.1, 3LS142, 3PS21,3PS22, 3LS41, 3LS44, 3LS21, 3LS43  DELETE OUT THOSE NOT APPLICABLE TO THIS UNIT
 DELETE OUT THOSE NOT APPLICABLE TO THIS UNIT By the end of 4th grade,

Technology Standards  8.1  
3 5th Grade  
A. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations.  
 8.1.5.A.1 Select and use the appropriate digital tools and resources to accomplish a variety of tasks including solving problems.
 
 8.1.5.A.2. Format a document using a word processing application to enhance text and include graphics, symbols and/ or pictures.  
8.1.5.A.3 Use a graphic organizer to organize information about problem or issue.  
8.1.5.A.4 Graph data using a spreadsheet, analyze and produce a report that explains the analysis of the data.  
8.1.5.A.5 Create and use a database to answer basic questions.  
8.1.5.A.6 Export data from a database into a spreadsheet; analyze and produce a report that explains the analysis of the data.  
B. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge and develop innovative products and process using technology.  
 8.1.5.B.1 Collaborative to produce a digital story about a significant local event or issue based on firstperson interviews.  
C. Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.  
 8.1.5.C.1 Engage in online discussions with learners of other cultures to investigate a worldwide issue from multiple perspectives and sources, evaluate findings and present possible solutions, using digital tools and online resources for all steps.  
D. Digital Citizenship: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.  
 8.1.5.D.1 Understand the need for and use of copyrights.  
 8.1.5.D.2 Analyze the resource citations in online materials for proper use.  
8.1.5.D.3 Demonstrate an understanding of the need to practice cyber safety, cyber security, and cyber ethics when using technologies and social media.
 
 8.1.5.D.4 Understand digital citizenship and demonstrate an understanding of the personal consequences of inappropriate use of technology and social media.
 
E: Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information.  
 8.1.5.E.1 Use digital tools to research and evaluate the accuracy of, relevance to, and appropriateness of using print and nonprint electronic information sources to complete a variety of tasks.
 
F: Critical thinking, problem solving, and decision making: Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.  
 8.1.5.F.1 Apply digital tools to collect, organize, and analyze data that support a scientific finding. 
Modifications/Accommodations (IEPs, ELLs, 504s, G/T & BASIC SKILLS)  
Quick Check Intervention Activity Problemsolving Reading Mat Center Games Math and Science Activity Visual Learning Math Tools Math Games Higher Order Thinking Questions Leveled Homework and Practice Another Look Homework Video Adaptive Homework and Practice Today’s Challenge Math Diagnosis and Intervention System Practice Buddy Ell Toolkit 
Unit Title  Unit 4: Representing Data  Timeframe  40 days 
Unit Summary  Topic 7 Represent and Interpret Data Topic 11 Use Operations with Whole Numbers to Solve Problems  
Learning Targets  
Essential Questions  Topic 7  How can data be represented, interpreted, and analyzed? Topic 11  What are ways to solve twostep problems?  
Enduring Understandings  Students will understand:
 
Know  By the end of this unit, students will know:
 
Do  By the end of this unit, students will be able to:
 
Evidence of Learning  
Formative 
 
Summative/ Benchmark 
 
Alternative Assessments 
 
Learning Activities  
 
Materials / Equipment / Resources  
Core Instructional Materials and Texts  enVisionmath 2.0 ( Hardcopy and electronic edition)
Google Classroom  
Equipment  Chromebooks Smartboards Math Centers  
Supplemental Resources 
Standards  
Content Statement  Mathematical Practice Standards  
 MP.1 Make sense of problems and persevere in solving them. MP 2 Reason abstractly and quantitatively.  
 MP 2 Reason abstractly and quantitatively. MP.5 Use appropriate tools strategically.  
 MP 2 Reason abstractly and quantitatively. MP.7 Look for and make use of structure. MP.8 Look for and express regularity in repeated reasoning.  
 MP.1 Make sense of problems and persevere in solving them. MP 2 Reason abstractly and quantitatively. MP.3 Construct viable arguments and critique the reasoning of others. MP 4. Model with mathematics MP.5 Use appropriate tools strategically. MP.6 Attend to precision.  
 MP 2 Reason abstractly and quantitatively.  
3.MD.C.7d. Recognize area as additive. Find areas of rectilinear figures by decomposing them into nonoverlapping rectangles and adding the areas of the nonoverlapping parts, applying this technique to solve real world problems. *(benchmarked)  MP.3 Construct viable arguments and critique the reasoning of others. MP.5 Use appropriate tools strategically. MP.6 Attend to precision. MP.7 Look for and make use of structure.  
21st Century Skills and Themes  
Interdisciplinary Connections  Career Ready Practices  9.2 Career Awareness, Exploration, and Preparation 
NJSLSA.R1. Read closely to determine what the text says explicitly and to make logical inferences and relevant connections from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text NJSLSA.R4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. NJSLSA.R7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. NJSLSA.R8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. NJSLSA.R10. Read and comprehend complex literary and informational texts independently and proficiently with scaffolding as needed. NJSLSA.W1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. NJSLSA.W2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. NJSLSA.SL1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. NJSLSA.SL2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. NJSLSA.SL4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience. NJSLSA.SL5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations. Science: ESS2.D, 3ESS21,3ESS22, 3ESS31  DELETE OUT THOSE NOT APPLICABLE TO THIS UNIT
 DELETE OUT THOSE NOT APPLICABLE TO THIS UNIT By the end of 4th grade,

Technology Standards  8.1  
3 5th Grade  
A. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations.  
 8.1.5.A.1 Select and use the appropriate digital tools and resources to accomplish a variety of tasks including solving problems.
 
 8.1.5.A.2. Format a document using a word processing application to enhance text and include graphics, symbols and/ or pictures.  
8.1.5.A.3 Use a graphic organizer to organize information about problem or issue.  
8.1.5.A.4 Graph data using a spreadsheet, analyze and produce a report that explains the analysis of the data.  
8.1.5.A.5 Create and use a database to answer basic questions.  
8.1.5.A.6 Export data from a database into a spreadsheet; analyze and produce a report that explains the analysis of the data.  
B. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge and develop innovative products and process using technology.  
 8.1.5.B.1 Collaborative to produce a digital story about a significant local event or issue based on firstperson interviews.  
C. Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.  
 8.1.5.C.1 Engage in online discussions with learners of other cultures to investigate a worldwide issue from multiple perspectives and sources, evaluate findings and present possible solutions, using digital tools and online resources for all steps.  
D. Digital Citizenship: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.  
 8.1.5.D.1 Understand the need for and use of copyrights.  
 8.1.5.D.2 Analyze the resource citations in online materials for proper use.  
8.1.5.D.3 Demonstrate an understanding of the need to practice cyber safety, cyber security, and cyber ethics when using technologies and social media.
 
 8.1.5.D.4 Understand digital citizenship and demonstrate an understanding of the personal consequences of inappropriate use of technology and social media.
 
E: Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information.  
 8.1.5.E.1 Use digital tools to research and evaluate the accuracy of, relevance to, and appropriateness of using print and nonprint electronic information sources to complete a variety of tasks.
 
F: Critical thinking, problem solving, and decision making: Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.  
 8.1.5.F.1 Apply digital tools to collect, organize, and analyze data that support a scientific finding. 
Modifications/Accommodations (IEPs, ELLs, 504s, G/T & BASIC SKILLS)  
Quick Check Intervention Activity Problemsolving Reading Mat Center Games Math and Science Activity Visual Learning Math Tools Math Games Higher Order Thinking Questions Leveled Homework and Practice Another Look Homework Video Adaptive Homework and Practice Today’s Challenge Math Diagnosis and Intervention System Practice Buddy Ell Toolkit 