Allysa Kerley

Final Project
Pacing Guide
Grade Level: 3rd grade
Monday

Subject: Math
Tuesday

Wednesday

Thursday

Friday

Week 1
Place Value
CCSS.Math.Content.3.NBT.A.1 Centers
Use place value understanding
to round whole numbers to the
nearest 10 or 100.
Review place values: ones, ten,
hundreds.

Place Value
Centers

Worksheet
asking the
students to
identify the
place values

Week 2
CCSS.Math.Content.3.NBT.A.1
Use place value understanding
to round whole numbers to the
nearest 10 or 100.
Review the worksheet that they
finish Thursday

Review the
lesson from
Friday.
Teach the
concept of
rounding to
the nearest ten.

Review the
lesson from
previous day.
Assign ten
problems
from the
book.

Worksheet
asking the
students to
round each
number to
the nearest
ten spot

Week 3
CCSS.Math.Content.3.NBT.A.1
Use place value understanding
to round whole numbers to the
nearest 10 or 100.
Quiz over rounding up to the
nearest ten. Teach the concept of
rounding up or down to the
nearest 100.
Week 4
CCSS.Math.Content.3.NBT.A.2
Fluently add and subtract
within 1000 using strategies
and algorithms based on place
value, properties of operations,
and/or the relationship between
addition and subtraction.

Review the
lesson over
rounding to
nearest 100.
Assign
problems in
the book.

Worksheet
asking the
students to
round each
number to the
nearest
hundred spot.

Rounding
centers
rounding to
the nearest
ten and
hundred.

Write
numbers one
through ten.
With each
number ask
the student if
it is closer to
zero or ten.
Review the
rounding to
the nearest
ten
worksheet.
Review
place value.
Main focus
is on
hundreds
Rounding up
to the nearest
ten and
hundred
centers.

Test over
rounding up to
the nearest ten
and hundred.

Teach adding
from the
1,000 spot.

Adding
1,000
centers.

Adding
centers.

Review worksheet from Friday.

Week 5
CCSS.Math.Content.3.NBT.A.2
Fluently add and subtract
within 1000 using strategies
and algorithms based on place
value, properties of operations,
and/or the relationship between
addition and subtraction.
Worksheet over adding 1,000.
Week 6
CCSS.Math.Content.3.NBT.A.2
Fluently add and subtract
within 1000 using strategies
and algorithms based on place
value, properties of operations,
and/or the relationship between
addition and subtraction.
Review worksheet from Friday

Review
worksheet
from Monday

Review adding
1,000 and
subtracting.
Play a game
where you
pass out
numbers and
adding and
subtracting
signs. You did
separate the
students in
groups of
three. As each
pair come up
you ask the
students what
the answer
would be to
the problem
Week 7
Time
CCSS.Math.Content.3.NBT.A.3 multiplication
Multiply one-digit whole
quiz over 9,
numbers by multiples of 10 in
and 10
the range 10-90 (e.g., 9 80, 5
60) using strategies based on
place value and properties of
operations.
Review the test they took on
Friday.

Teach
subtracting
from the
1,000 spot.

Subtracting
1,000
centers.

Subtracting
1,000
centers.

Review day
over the
lesson.
Assign
problems
from the
book.

Centers over
adding and
subtracting
from the
thousands
spot.

Review the
problems
from the
book.Test
day over
subtracting
and adding

Teach the
lesson of
multiplying
single
numbers by
ten. Write the
problems on
the board.

Centers over
multiplying
by ten.

Game day of
multiplying
by ten.

Week 8
Review the
CCSS.Math.Content.3.NBT.A.3 worksheet
Multiply one-digit whole
from Monday.
numbers by multiples of 10 in
the range 10-90 (e.g., 9 80, 5
60) using strategies based on
place value and properties of
operations
Worksheet over multiplies by ten.

Quiz over
multiplying
numbers by
ten. Review
multiplicatio
n charts for
11 and 12

Week 9
Review the standards 3. A.1A.3
Review the worksheet form
Friday

Test over
multiplying
numbers
higher than
ten.

Review game
day.

Introducing
multiplying
numbers
larger than
ten (11-90). I
will pass out
number
cards with
numbers on
them 1-9 and
10-90. I will
then have
pairs of twos
come up.
Review
rounding to
the nearest
ten and
hundred.
Worksheet
passed out.

Centers over
multiplying
number
larger than
ten (11-90)

Review from
adding and
subtracting
from the
1,000 place

Unit Title: Rounding to ten, and hundreds unit

Grade Level: 3rd Grade

Guiding Question:
State
Standard
(s)
3.NBT.A.
1 Use
place
value
understan
ding to
whole
numbers
10 or 100

Conten
t

Skills

Activiti Assessme
es
nt(s)

Resources

Harcour
t Math
Pupils
Edition
Grade 3
Chapter
1.2

Students
will be
able to
demonst
rate
placevalue in
two digit
numbers

Whiteboard,
observing

http://www.enasco.com/math/
Harcourt Math Practice Workbook.
Pupils Edition Grade 3

3.NBT.A.
1 Use
place

Chapter
1.2
Underst

Students
will be
able to

Student
s will
be
asked
to
review
two
digit
number
s this
lesson
will be
from
the
book. I
will
write
the
number
s on the
whiteboard.
Place
value
centers.

Centers,
puzzle,
worksheet

http://www.enasco.com/math/
Harcourt Math Book Grade 3
http://www.teacherspayteachers.com/Pr

value
understan
ding to
whole
numbers
10 or 100

and
place
value

point out
if the
number
is closer
to zero
or ten.

3.NBT.A.
1 Use
place
value
understan
ding to
whole
numbers
10 or 100

Chapter
1.2
Underst
and
place
value

Students
will
capture
the
concept
of the
place
value
centers.

There
will be
four
centers,
the
student
s will
be in
groups
of four.
The
centers
will be:
place
value
roll,
place
value
puzzle,
detectiv
es
center,
and
place
value
Place
value
centers.
There
will be
four
centers,
the
student
s will
be in
groups
of four.
The
centers
will be:
place
value

s that are
in the
centers,
ice cream
pieces

oduct/First-Grade-Math-Unit-91220316

Centers,
puzzle,
worksheet
s that are
in the
centers,
ice cream
pieces

http://www.teacherspayteachers.com/Pr
oduct/First-Grade-Math-Unit-91220316
Harcourt Math Practice Workbook.
Pupils Edition Grade 3
http://www.enasco.com/math/

3.NBT.A.
1 Use
place
value
understan
ding to
whole
numbers
10 or 100

Chapter
1.2
Underst
and
place
value

3.NBT.A.
1 Use
place
value
understan
ding to
whole
numbers
10 or 100

Chapter
1.2
Underst
and
place
value

3.NBT.A.1
Use place
value
understandi
ng to whole
numbers 10

roll,
place
value
puzzle,
detectiv
es
center,
and
place
value
ice
cream
Students Worksh
will be
eet
able to
asking
match
the
the
student
number s to
with the identify
place
the
value
place
values
Students Writes
will
number
demonst s one
rate
through
numbers ten.
1-10 and With
identity each
which
number
one are
ask the
closer to student
ten or
if it is
zero.
closer
to zero
or ten.

Chapter
1.2
Understan
d place
value

Students
will
classify
the
numbers
in their

Worksheet
,
observatio
n

http://www.teacherspayteachers.com/Pr
oduct/First-Grade-Math-Unit-91220316
Harcourt Math Practice Workbook.
Pupils Edition Grade 3

Students
notes,
Whiteboards,
observatio
n

Harcourt Math Grade 3

Review
the work
sheet that
they
finish
Thursday

Worksheet

Harcourt Math Practice Workbook. Pupils

Edition Grade 3

or 100
3.NBT.A.1
Use place
value
understandi
ng to whole
numbers 10
or 100

3.NBT.A.1
Use place
value
understandi
ng to whole
numbers 10
or 100

place
value.
Chapter
Students
1.2
will
Understan construc
d place
t the
value
process
Chapter
of
2.5 round roundin
to the
ga
nearest 10 number
and 100
to the
nearer
ten

Review
the
lesson
from
Friday.
Teach the
concept
of
rounding
to the
nearest
ten. I will
have
several
numbers
wrote on
the white
board. I
will ask
each
student
to write
the
numbers.
Then I
will ask
them to
write
what is
the closet
ten to
that
number.
Chapter
Students Review
2.5 round will
the
to the
recogniz lesson
nearest 10 e the
from
and 100
lesson
previous
they
day.
learn
Assign
the day ten

White
board,
Students
notes

Harcourt Math Pupils Edition Grade 3

http://www.enasco.com/math/

WhiteHarcourt Math. Pupils Edition Grade 3

board,
Assignme
nt form the
book.

3.NBT.A.1
Use place
value
understandi
ng to whole
numbers 10
or 100

3.NBT.A.1
Use place
value
understandi
ng to whole
numbers 10
or 100

before
and be
able to
select
the tens
it will
round to
Chapter
Students
2.5 round will be
to the
able to
nearest 10 figure
and 100
out
what ten
spot
each
number
rounds
to.

Chapter
2.5 round
to the
nearest 10
and 100

Students
will be
able ask
any
question
that
they
may had
over the
workshe
et.
Students
will also
identify
the
hundred
spot

problems
from the
book.

The
students
will
complete
a
workshee
t that
asks the
students
to round
to the
nearest
ten spot.
Review
the
rounding
to the
nearest
ten
workshee
t. Review
place
value.
Main
focus
will be
on the
hundred
spot.

Worksheet
s

Harcourt Math Practice Workbook. Pupils

Edition Grade 3

Worksheet
s,
students
notes from
the lesson,
observing,
whiteboar
d.

Harcourt Math Practice Workbook. Pupils

Edition Grade 3
http://www.enasco.com/math
http://www.teacherspayteachers.com/Product/
First-Grade-Math-Unit-9-122031

Name: Allysa Kerley

Content Area: Math

Grade Level: 3rd

I. Concept to be taught: The students will be using place value to round numbers to the nearest
ten or hundred
II. Instructional Objectives:

CCSS.Math.Content.3.NBT.A.1 Use place value understanding to round whole numbers

to the nearest 10 or 100.
Students will identify the place value.
Students will demonstrate how to round a number to the nearest ten and hundred.
Students will list the rule of rounding up to the nearest ten and hundred.

III. Classroom teaching strategies and procedures:

A. Anticipatory Set: I will have put the base ten methods clips of tens and single ones on
each child desk. I will then have different numbers below ten wrote on the white board.
B. Student Learning Activities: I will ask each student to count out the below ten in the
single chips. I will then ask the students if that number is closer to zero or ten. I will
allow the students to answer.
C. Conclusion: I will explain to the students that if the number is closest to ten than it is
to ten you will round up to that ten spot. I will draw an arrow up or down by each number
explaining which way you round it. I will ask the students to count out two more numbers
with their clips one of the numbers will be higher ten. I will then ask them if I need to
write an arrow pointing up or an arrow pointing down beside the number.
D. Differentiation Strategy: The strategies I will using will help my visual leaners since
they will be able to see the chips. This lessons is a hands on activity therefore it will help
my kinesthetic learners.
IV. Assessment

A. Informal: The math clips as they are counting out the number, the answers they
answer when I ask which ten spot is it closer to. Observation of the work as they count
out the clips.
B. Formal: The worksheet that they will receive Friday, center that will cover this
Thursday and the test they will have in two weeks.

Name Allysa Kerley

Content Area: Math

Grade Level: 3rd

I. Concept to be taught: The students will be taught how to add and subtract from the 1,000
place value numbers.
II. Instructional Objectives

CCSS.Math.Content.3.NBT.A.2
Fluently add and subtract within 1000 using strategies and algorithms based on place
value, properties of operations, and/or the relationship between addition and subtraction.
Students will demonstrate adding and subtracting numbers from 1,000
Student will practice place value

III. Classroom teaching strategies and procedures:

A. Anticipatory Set: I will pass out numbers in single, hundreds and thousands place
value. I will also pass out adding subtracting signs.
B. Student Learning Activities: I will call groups of threes to the front of the room. I
will divided the room into teams. The group of three will stand in order by number,sign,
number. I will ask the class what the answer is to this math problem. They will then hold
up their answer on a whiteboard whichever team answers in the correct point will receive
a point.
C. Conclusion: The winners of the game will receive five extra points on their test over
this lesson. The losers will have two extra problems to turn into me during bell time
Thursday. I will put the extra problems on the board and leave them up while I move on
to the next lesson.
D. Differentiation Strategy: The strategies I will be using in this lesson is an
involvement strategy, this strategy will be great for my visual leaners they will be able to
see the signs and numbers as we play the game. My kinesthetic learners will enjoy the
hands on activity. The read-write leaners will like because of the organization of the
problems. The planning that goes into the game will benefit my auditory leaners.
IV. Assessment
A. Informal: The adding and subtracting game, the white board, observation during the
game.
B. Formal: The extra credit the winning team would be given and the extra bell work for
the losing team.

Name Allysa Kerley

Content Area: Math

Grade Level: 3rd

I. Concept to be taught: Students will start multiplying whole numbers by tens. I will start
small with the number they will then grow larger as the lesson ends.
II. Instructional Objectives:
CCSS.Math.Content.3.NBT.A.3 Multiply one-digit whole numbers by multiples of 10 in
the range 10-90 (e.g., 9 80, 5 60) using strategies based on place value and properties of
operations

Students will write the mutilation chart for 10

Students will be able to demonstrate the base ten method to multiply by ten

III. Classroom teaching strategies and procedures:

A. Anticipatory Set: I will have a math word problem written on the board I will ask the class to
demonstrate the math problems with their math clips. The students will have math clips nine
single ones and nine ten ones on each of the students desk.
B. Student Learning Activities: I will read the problem aloud to them then tell the student to
construct the problem with their math clips. As the student finish constructing the problems they
will then raise their hand. I will go and check to make sure they have the right answer. If they do
not I will try to guide them in the right way but without giving the answer.
C. Conclusion: After the students have finish the problem I will then explain to them that when
you multiply a single number by a ten you add a zero to the end of that number. I will write one
more problem on the board and ask for the students to solve for it with their math clips.

D. Differentiation Strategy: The demonstrating that I ask the students to perform will be for
the visual learners and kinesthetic leaners. The word problem will be great way to challenge all
my leaners specially the read- write leaners.
IV. Assessment
A. Informal: Observation, the construct of the clips, and the questions are the board.
B. Formal: The worksheet they will receive in later day, and the material from the centers that
will cover from this lesson.