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Mathematics: Grade 2-3 Primary Numeracy Scope and Sequence Quarterly Planning Chart
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📽 Vocabulary Development with Naming Support
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Tier 2 &3 Math Vocabulary by GradeG3 Math Vocabulary - Visual Prompts G2-8 Visual PromptsBASI Test Prep Grades 3-4Grade 2-3 Progress Monitoring 2021 Slides
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Planning Grid (Gantt Chart)
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Sequence instruction by academic quarter.Key:
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Indicate when you are introducing a skill by flagging the appropriate quarter green. • Click +/- signs in the far-left margin to view skills within each topic.
• Each cell is a link to the worksheet(s) or slide presentation. Hover over the cell to see the link, then click to open.
• Skills progress from easiest to most difficult, from left to right.
• Blue cells indicate that this is a priority skill for this grade level.
• Cells with matching border colors are related (like a video demonstration 📽).
• Make yourself a copy of this spreadsheet and use the Gantt chart to mark your progression through the curriculum.
• Note: New materials are frequently added to this spreadsheet. Check back regularly to see what's new. New items can be copied and pasted into your personal copy.
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Flag the skill red when students are practicing the skill on independent assignments (homework).
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Q1
Sep-Oct		Q2
Nov-Jan		Q3
Feb-Mar		Q4
Apr -Jun		Number Operations in Base Ten
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A. Use place value understanding and properties of operations to perform multi-digit arithmetic.
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3.NBT.A.1Use place value understanding to round whole numbers to the nearest 10 or 100.
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📽 Round to the nearest 10: spatial kinesthetic activityS3P2 Round Numbers to the nearest Ten w/ Up Down Triangles and Base Ten Blocks: 3.NBT.A.1Round whole numbers w/up down triangles
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1.NBT.2a to 2.NBT.1a to 3.NBT
Stage 3: Place Value Through the Hundreds Place
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Precursor Skills Fluently add and subtract within 1,000 using strategies and algorithms based on place value, properties
of operations, and/or the relationship between addition and subtraction.		3.NBT.A.2 MCAS Add and Subtract within 100 Exam Questions
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See WoodinMath Horizontal Path 123 Base Ten Template for Adding or Subtracting to/ from 123 Visually, then Computationally
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K.OA.A.5
Stage 1: Quantities, Shapes, and Numbers to Five
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K.OA.A1-4
Stage 2: Quantities, Shapes, and Numbers to Ten
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1.OA.6 also 2.OA.2
Stage 4: Addition and Subtraction Facts Through Twenty
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2.NBT.5
Stage 5: Addition and Subtraction Within the Hundreds Place
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3.NBT.A.2
Fluently add and subtract within 1,000 using strategies and algorithms based on place value, properties
of operations, and/or the relationship between addition and subtraction.
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2.NBT.7 also 3.NBT.A.3Multiply one-digit whole numbers by multiples of 10 in the range 10–90 (e.g., 9 x 80, 5 x 60) using
strategies based on place value and properties of operations.
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3.NBT.A.3 Magnitudes of 10 2x WorksheetMultidigit Multiplication 2x Intro9x Magnitudes of 10 and MDx6× Magnitudes of 10 and MDx4× Magnitudes of 10 and MDx7× Magnitudes of 10 and MDx8× Magnitudes of 10 and MDx
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Q1
Sep-Oct		Q2
Nov-Jan		Q3
Feb-Mar		Q4
Apr -Jun		Operations and Algebraic Thinking
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A. Represent and solve problems involving multiplication and division.
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3.OA.A.1Interpret products of whole numbers, e.g., interpret 5 x 7 as the total number of objects in five groups
of seven objects each. For example, describe a context in which a total number of objects can be expressed as 5 x 7.
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Reference Bank: 2×Reference Bank: 5×Reference Bank: 10×Reference Bank: 9×3.OA.A.1 Self-Generate the 2,5,9 Facts All on One Page
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Semantic-Based WPs: 2×📽 ✋Link finger patterns to 2x diagramsSemantic-Based WPs: 5×Semantic-Based WPs: 10×Semantic-Based WPs: 9×
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📽✋ DxS2P1 Double it! Video Directions✋ DxS2P1 Double it! Dry Erase and Foam Chip Activity 3.OA.A.1 📽 5x Divisibility Rule Explained using the 0-100 chart and X Table Video📽 5x Fact Movie📽Video Directions self-generate 9x fact
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📽 2x self- Prompt Video Directions3.OA.A.1 Student Generated 2x Fact PromptClock Number Positions Prompt Facts5× Place Value Template 3.OA.A.1 Self-Generate the 9x Graphic Prompt
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📽<Compare> 2x Facts Diagrams and ProductsDxS2P1 <Compare> 2x Facts Diagrams and Products 3.OA.C.7📽 Self prompt 5 video3.OA.A.1 Self-Generate the 5x Clock Graphic Prompt
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3.OA.A.2Interpret whole-number quotients of whole numbers, e.g., interpret 56 divided by 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each. For example, describe a context in which a number of shares or a number of groups can be expressed as 56 ÷ 8.3.OA.A.2 MCAS Interpret whole number quotients Exam Questions
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See 3.OA.A.1
Multiplication and division is taught concurrently
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3.OA.A.3Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.
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WPs Related to Area: 2×WPs Related to Area: 5×WPs Related to Area: 10×WPs Related to Area: 9×📽 X and Division Fact Word Problems with Diagrams and EquationsDX.S2P1 Multiplication and Division Fact Word Problems with Diagrams, Equations and Variables 3.OA.A
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3.OA.A.4Determine the unknown whole number in a multiplication or division equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 x ? = 48, 5 = ? ÷ 3, 6 x 6 = ?.3.OA.A.4 MCAS Unknown Number X or Divide Exam Questions
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Diagram Facts Dry EraseStudents create dynamic multiplication and division story problems given the 3 elements of a 2x factDiagram and Label x/Div Facts
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B. Understand properties of multiplication and the relationship between multiplication and division.
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3.OA.B.5Apply properties of operations to multiply. For example, when multiplying numbers order does not matter. If 6 x 4 = 24 is known, then 4 x 6 = 24 is also known (Commutative property of multiplication); The product 3 x 5 x 2 can be found by 3 x 5 = 15 then 15 x 2 = 30, or by 5 x 2 = 10 then 3 x 10 = 30 (Associative property of multiplication); When multiplying two numbers either number can be decomposed and multiplied; one can find 8 x 7 by knowing that 7 = 5 + 2 and that 8 x 5 = 40 and 8 x 2 = 16, resulting in 8 x (5 + 2) = (8 x 5) + (8 x 2) = 40 + 16 = 56 (Distributive property); When a number is multiplied by 1 the result is the same number (Identity property of 1 for multiplication). (Students need not use formal terms for these properties. Students are not expected to use distributive notation.)3.OA.B.5 MCAS Apply Properties to Multiply Exam Questions
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3.OA.B5 Distributive Prop 4×3.OA.B5 Distributive Prop 7×
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3.OA.B.6Understand division as an unknown-factor problem. For example, find 32 ÷ 8 by finding the number that makes 32 when multiplied by 8.3.OA.B.6 MCAS Division as an Unknown Factor Exam Questions
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C. Multiply and divide within 100.
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3.OA.C.7Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 x 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of grade 3, know from memory all products of two single-digit numbers and related division facts. For example, the product 4 x 7 = 28 has related division facts 28 ÷ 7 = 4 and 28 ÷ 4 = 7.3.OA.C.7 MCAS Multiply and Divide Exam Question
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See Multiplication and Division Facts for the Whole-to-Part Visual Learner Reference Page📽 Gross motor adaptation VideoDxS2P1 2x Relative Products Activity and Game 3.OA.C.7
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LINK TO MULTIPLICATION DIVISION FACTSRelative Products Drive x Facts
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D. Solve problems involving the four operations, and identify and explain patterns in arithmetic.
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3.OA.D.8Solve two-step word problems using the four operations for problems posed with whole numbers and
having whole number answers. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies, including rounding. [Students should know how to perform operations in the conventional order when there are no parentheses to specify a particular order (Order of Operations).]		3.OA.D.8 MCAS Word Problems and Patterns Exam Questions
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3.OA.D.9Identify arithmetic patterns (including patterns in the addition table or multiplication table) and explain them using properties of operations. 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.
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Divisibility Posters9x product Flashcards 1-10Pattern-Based WPs: 3×Composite Facts 4×Composite Facts 7×
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📽 Divisibility by 2 Movie9x Flash Cards PTWDistributive Prop 4×Distributive Prop 7×
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0 - 100 Chart
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Multiplication Table
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blank table
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Q1
Sep-Oct		Q2
Nov-Jan		Q3
Feb-Mar		Q4
Apr -Jun		Number and Operations - Fractions
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A. Develop understanding of fractions as numbers for fractions with denominators 2, 3, 4, 6, and 8.