September: What is Grade 3 studying?
ELA: Overcoming Learning Challenges Near and Far
Unit Summary:
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.
Unit Tasks:
- 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.
Eureka Math:
Module 1: Properties of Multiplication and Division and Solving Problems with Units of 2-5 and 10
Students will:
- explore Multiplication and the meaning of factors
- explore Division as an unknown factor problem.
- multiply and divide using units of 2, 3, and 4.
- apply the Distributive Property to units of 2-5 and 10
Common Core Learning Standards:
3.OA.A.1 - Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 × 7.
3.OA.A.2 - Interpret whole-number quotients of whole numbers, e.g., interpret 56 ÷ 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.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.B.6 - Understand division as an unknown-factor problem. For example, find 32 ÷ 8 by finding the number that makes 32 when multiplied by 8.
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.
