December: What is Grade 3 studying?
Module 1: Overcoming Learning Challenges Near and Far
In Unit 1, students read literary texts about children who face challenges with access to edu- cation. In Unit 2, students move from analyzing challenges others face in accessing schools to more specifically analyzing challenges others face in accessing books. In Unit 3, students move from analyzing challenges faced by others, to learning challenges that they face, specifically with reading. This is framed with the book More Than Anything Else by Marie Bradby, which describes the reading challenges Booker T. Washington faced.
- For the mid-unit assessment, students meet in small groups to engage in a collaborative discussion, building on one another’s ideas and expressing their own clearly. Students read a new literary text, answer selected response questions, and write short constructed responses about it for the end of unit assessment.
- Students write a new informative paragraph describing the challenge and how it was overcome, using evidence from the excerpt from My Librarian Is a Camel read for the mid-unit assessment.
- Students write an informative reading contract identifying two personal reading challenges and two strategies for overcoming each of those challenges. They then create a reading strategies bookmark outlining the information in their reading contract.
Module 2: Adaptations and the Wide World of Frogs
Unit Summary: In this module, students will read poetry and pourquoi tales about different kinds of frogs to generate “why” questions. They will research to find out the real answers to their frog questions and write paragraphs to communicate their research. Students will also participate in research groups to become experts on various “freaky” frogs.
- Students read a new poem and pourquoi tale and answer selected response questions about them (mid-unit assessment). Students read aloud their pourquoi tale and write a new pourquoi tale explaining why frogs have certain physical adaptations or behave in a certain way (end of unit assessment).
- Students read a new informational text and answer selected response questions about it (mid-unit assessment). Students read a new informational text, answer selected response questions about it, and use it to write an informative paragraph (end of unit assessment).
- Students write the second proof paragraph for an informative essay (mid-unit assessment). Then, students revise and edit their informative essay (end of unit assessment).
Module 3: Multiplication and Division with Units of 0, 1, 6-9, and multiples of 10
- apply the distributive and commutative properties to relate multiplication facts
- count by units to multiply and divide
- interpret the unknown in multiplication and division
Common Core Learning Standards:
3.OA.A.3 - Use 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.
3.OA.A.4 – Determine 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 × ? = 48, 5 = _ ÷ 3, 6 × 6 = ?
3.OA.B.5 - Apply properties of operations as strategies to multiply and divide. 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.)
3.OA.C.7 - Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers.
3.OA.D.8 - Solve two-step word problems using the four operations. 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.
3.OA.D.9 - Identify 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.
3.NBT.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.
Grade 3 Homework, What to expect?
Homework is a crucial part of your child's active learning process and essential to their academic progress. Please make sure that all homework is completed daily.
- Remember, you are there to support your child's learning, but homework needs to be completed by your child.