Operations and Algebraic Thinking<\/h3>\n\n- Represent and solve problems involving multiplication and division.<\/li>\n
- Understand properties of multiplication and the relationship between multiplication and division.<\/li>\n
- Multiply and divide within 100.<\/li>\n
- Solve problems involving the four operations, and identify and explain patterns in arithmetic.<\/li>\n<\/ul>\n
Number and Operations in Base Ten<\/h3>\n\n- Use place value understanding and properties of operations to perform multi-digit arithmetic.<\/li>\n<\/ul>\n
Number and Operations\u2014Fractions<\/h3>\n\n- Develop understanding of fractions as numbers.<\/li>\n<\/ul>\n
Measurement and Data<\/h3>\n\n- Solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects.<\/li>\n
- Represent and interpret data.<\/li>\n
- Geometric measurement: understand concepts of area and relate area to multiplication and to addition.<\/li>\n
- Geometric measurement: recognize perimeter as an attribute of plane figures and distinguish between linear and area measures.<\/li>\n<\/ul>\n
Geometry<\/h3>\n\n- Reason with shapes and their attributes.<\/li>\n<\/ul>\n
Mathematical Practices<\/h3>\n\n- Make sense of problems and persevere in solving them.<\/li>\n
- Reason abstractly and quantitatively.<\/li>\n
- Construct viable arguments and critique the reasoning of others.<\/li>\n
- Model with mathematics.<\/li>\n
- Use appropriate tools strategically.<\/li>\n
- Attend to precision.<\/li>\n
- Look for and make use of structure.<\/li>\n
- Look for and express regularity in repeated reasoning.<\/li>\n<\/ol>\n<\/section>\n<\/article>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n
3rd Grade Units<\/strong><\/h2>\nUnit 1 covers the following standards:<\/h3>\n
3.MD.1\u00a0 Tell and write time to the nearest minute and measure time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes, e.g., by representing the problem on a number line diagram.<\/p>\n
3.MD.3 Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step “how many more” and “how many less” problems using information presented in scaled bar graphs. For example, draw a bar graph in which each square in the bar graph might represent 5 pets.<\/p>\n
Unit 2 covers the following standards:<\/h3>\n
3.OA.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.<\/p>\n
3.OA.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.<\/p>\n
3.NBT.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.<\/p>\n
\n
\n<\/div>\n\nUnit 3 covers the following standards:<\/h3>\n\u00a03.MD.4 Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units\u2014 whole numbers, halves, or quarters.<\/div>\n<\/div>\n3.MD.5 Recognize area as an attribute of plane figures and understand concepts of area measurement.<\/div>\n<\/div>\n3.MD.6 Measure areas by counting unit squares (square cm, square m, square in, square ft, and improvised units).<\/p>\n
<\/div>\n\u00a03.MD.7 Relate area to the operations of multiplication and addition.<\/div>\n<\/div>\n3.MD.8 Solve real world and mathematical problems involving perimeters of polygons, including finding the perimeter given the side lengths, finding an unknown side length, and exhibiting rectangles with the same perimeter and different areas or with the same area and different perimeters.<\/p>\n
Link to Math Unit 3 assignments- Unit 3 Math assignments<\/a><\/p>\n<\/div>\n<\/div>\nUnit 4 Covers the following standards:<\/h3>\n3.OA.1 Interpret products of whole numbers, e.g., interpret 5 \u00d7 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 \u00d7 7.<\/div>\n\n3.OA.2 Interpret whole-number quotients of whole numbers, e.g., interpret 56 \u00f7 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 \u00f7 8.<\/div>\n3.OA.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.1<\/div>\n3.OA.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 \u00d7 ? = 48, 5 = \ufffd \u00f7 3, 6 \u00d7 6 = ?.<\/div>\n\n3.OA.7 Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 \u00d7 5 = 40, one knows 40 \u00f7 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers.<\/div>\n<\/div>\n<\/div>\n\u00a0Science<\/strong><\/h1>\n<\/div>\nWe are using Mystery Science for our science\u00a0 lessons.\u00a0 If you would like to review the curriculum or your student misses a lesson and you need to catch up at home, here is the link to the lessons.\u00a0 Please only do Mystery Science at home if you have missed the lesson.\u00a0 If student do lesson ahead of the class then they will know the “mystery” before everyone else.<\/p>\n
Number and Operations in Base Ten<\/h3>\n\n- Use place value understanding and properties of operations to perform multi-digit arithmetic.<\/li>\n<\/ul>\n
Number and Operations\u2014Fractions<\/h3>\n\n- Develop understanding of fractions as numbers.<\/li>\n<\/ul>\n
Measurement and Data<\/h3>\n\n- Solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects.<\/li>\n
- Represent and interpret data.<\/li>\n
- Geometric measurement: understand concepts of area and relate area to multiplication and to addition.<\/li>\n
- Geometric measurement: recognize perimeter as an attribute of plane figures and distinguish between linear and area measures.<\/li>\n<\/ul>\n
Geometry<\/h3>\n\n- Reason with shapes and their attributes.<\/li>\n<\/ul>\n
Mathematical Practices<\/h3>\n\n- Make sense of problems and persevere in solving them.<\/li>\n
- Reason abstractly and quantitatively.<\/li>\n
- Construct viable arguments and critique the reasoning of others.<\/li>\n
- Model with mathematics.<\/li>\n
- Use appropriate tools strategically.<\/li>\n
- Attend to precision.<\/li>\n
- Look for and make use of structure.<\/li>\n
- Look for and express regularity in repeated reasoning.<\/li>\n<\/ol>\n<\/section>\n<\/article>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n
3rd Grade Units<\/strong><\/h2>\nUnit 1 covers the following standards:<\/h3>\n
3.MD.1\u00a0 Tell and write time to the nearest minute and measure time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes, e.g., by representing the problem on a number line diagram.<\/p>\n
3.MD.3 Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step “how many more” and “how many less” problems using information presented in scaled bar graphs. For example, draw a bar graph in which each square in the bar graph might represent 5 pets.<\/p>\n
Unit 2 covers the following standards:<\/h3>\n
3.OA.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.<\/p>\n
3.OA.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.<\/p>\n
3.NBT.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.<\/p>\n
\n
\n<\/div>\n\nUnit 3 covers the following standards:<\/h3>\n\u00a03.MD.4 Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units\u2014 whole numbers, halves, or quarters.<\/div>\n<\/div>\n3.MD.5 Recognize area as an attribute of plane figures and understand concepts of area measurement.<\/div>\n<\/div>\n3.MD.6 Measure areas by counting unit squares (square cm, square m, square in, square ft, and improvised units).<\/p>\n
<\/div>\n\u00a03.MD.7 Relate area to the operations of multiplication and addition.<\/div>\n<\/div>\n3.MD.8 Solve real world and mathematical problems involving perimeters of polygons, including finding the perimeter given the side lengths, finding an unknown side length, and exhibiting rectangles with the same perimeter and different areas or with the same area and different perimeters.<\/p>\n
Link to Math Unit 3 assignments- Unit 3 Math assignments<\/a><\/p>\n<\/div>\n<\/div>\nUnit 4 Covers the following standards:<\/h3>\n3.OA.1 Interpret products of whole numbers, e.g., interpret 5 \u00d7 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 \u00d7 7.<\/div>\n\n3.OA.2 Interpret whole-number quotients of whole numbers, e.g., interpret 56 \u00f7 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 \u00f7 8.<\/div>\n3.OA.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.1<\/div>\n3.OA.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 \u00d7 ? = 48, 5 = \ufffd \u00f7 3, 6 \u00d7 6 = ?.<\/div>\n\n3.OA.7 Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 \u00d7 5 = 40, one knows 40 \u00f7 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers.<\/div>\n<\/div>\n<\/div>\n\u00a0Science<\/strong><\/h1>\n<\/div>\nWe are using Mystery Science for our science\u00a0 lessons.\u00a0 If you would like to review the curriculum or your student misses a lesson and you need to catch up at home, here is the link to the lessons.\u00a0 Please only do Mystery Science at home if you have missed the lesson.\u00a0 If student do lesson ahead of the class then they will know the “mystery” before everyone else.<\/p>\n
Number and Operations\u2014Fractions<\/h3>\n\n- Develop understanding of fractions as numbers.<\/li>\n<\/ul>\n
Measurement and Data<\/h3>\n\n- Solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects.<\/li>\n
- Represent and interpret data.<\/li>\n
- Geometric measurement: understand concepts of area and relate area to multiplication and to addition.<\/li>\n
- Geometric measurement: recognize perimeter as an attribute of plane figures and distinguish between linear and area measures.<\/li>\n<\/ul>\n
Geometry<\/h3>\n\n- Reason with shapes and their attributes.<\/li>\n<\/ul>\n
Mathematical Practices<\/h3>\n\n- Make sense of problems and persevere in solving them.<\/li>\n
- Reason abstractly and quantitatively.<\/li>\n
- Construct viable arguments and critique the reasoning of others.<\/li>\n
- Model with mathematics.<\/li>\n
- Use appropriate tools strategically.<\/li>\n
- Attend to precision.<\/li>\n
- Look for and make use of structure.<\/li>\n
- Look for and express regularity in repeated reasoning.<\/li>\n<\/ol>\n<\/section>\n<\/article>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n
3rd Grade Units<\/strong><\/h2>\nUnit 1 covers the following standards:<\/h3>\n
3.MD.1\u00a0 Tell and write time to the nearest minute and measure time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes, e.g., by representing the problem on a number line diagram.<\/p>\n
3.MD.3 Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step “how many more” and “how many less” problems using information presented in scaled bar graphs. For example, draw a bar graph in which each square in the bar graph might represent 5 pets.<\/p>\n
Unit 2 covers the following standards:<\/h3>\n
3.OA.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.<\/p>\n
3.OA.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.<\/p>\n
3.NBT.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.<\/p>\n
\n
\n<\/div>\n\nUnit 3 covers the following standards:<\/h3>\n\u00a03.MD.4 Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units\u2014 whole numbers, halves, or quarters.<\/div>\n<\/div>\n3.MD.5 Recognize area as an attribute of plane figures and understand concepts of area measurement.<\/div>\n<\/div>\n3.MD.6 Measure areas by counting unit squares (square cm, square m, square in, square ft, and improvised units).<\/p>\n
<\/div>\n\u00a03.MD.7 Relate area to the operations of multiplication and addition.<\/div>\n<\/div>\n3.MD.8 Solve real world and mathematical problems involving perimeters of polygons, including finding the perimeter given the side lengths, finding an unknown side length, and exhibiting rectangles with the same perimeter and different areas or with the same area and different perimeters.<\/p>\n
Link to Math Unit 3 assignments- Unit 3 Math assignments<\/a><\/p>\n<\/div>\n<\/div>\nUnit 4 Covers the following standards:<\/h3>\n3.OA.1 Interpret products of whole numbers, e.g., interpret 5 \u00d7 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 \u00d7 7.<\/div>\n\n3.OA.2 Interpret whole-number quotients of whole numbers, e.g., interpret 56 \u00f7 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 \u00f7 8.<\/div>\n3.OA.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.1<\/div>\n3.OA.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 \u00d7 ? = 48, 5 = \ufffd \u00f7 3, 6 \u00d7 6 = ?.<\/div>\n\n3.OA.7 Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 \u00d7 5 = 40, one knows 40 \u00f7 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers.<\/div>\n<\/div>\n<\/div>\n\u00a0Science<\/strong><\/h1>\n<\/div>\nWe are using Mystery Science for our science\u00a0 lessons.\u00a0 If you would like to review the curriculum or your student misses a lesson and you need to catch up at home, here is the link to the lessons.\u00a0 Please only do Mystery Science at home if you have missed the lesson.\u00a0 If student do lesson ahead of the class then they will know the “mystery” before everyone else.<\/p>\n
Measurement and Data<\/h3>\n\n- Solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects.<\/li>\n
- Represent and interpret data.<\/li>\n
- Geometric measurement: understand concepts of area and relate area to multiplication and to addition.<\/li>\n
- Geometric measurement: recognize perimeter as an attribute of plane figures and distinguish between linear and area measures.<\/li>\n<\/ul>\n
Geometry<\/h3>\n\n- Reason with shapes and their attributes.<\/li>\n<\/ul>\n
Mathematical Practices<\/h3>\n\n- Make sense of problems and persevere in solving them.<\/li>\n
- Reason abstractly and quantitatively.<\/li>\n
- Construct viable arguments and critique the reasoning of others.<\/li>\n
- Model with mathematics.<\/li>\n
- Use appropriate tools strategically.<\/li>\n
- Attend to precision.<\/li>\n
- Look for and make use of structure.<\/li>\n
- Look for and express regularity in repeated reasoning.<\/li>\n<\/ol>\n<\/section>\n<\/article>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n
3rd Grade Units<\/strong><\/h2>\nUnit 1 covers the following standards:<\/h3>\n
3.MD.1\u00a0 Tell and write time to the nearest minute and measure time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes, e.g., by representing the problem on a number line diagram.<\/p>\n
3.MD.3 Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step “how many more” and “how many less” problems using information presented in scaled bar graphs. For example, draw a bar graph in which each square in the bar graph might represent 5 pets.<\/p>\n
Unit 2 covers the following standards:<\/h3>\n
3.OA.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.<\/p>\n
3.OA.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.<\/p>\n
3.NBT.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.<\/p>\n
\n
\n<\/div>\n\nUnit 3 covers the following standards:<\/h3>\n\u00a03.MD.4 Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units\u2014 whole numbers, halves, or quarters.<\/div>\n<\/div>\n3.MD.5 Recognize area as an attribute of plane figures and understand concepts of area measurement.<\/div>\n<\/div>\n3.MD.6 Measure areas by counting unit squares (square cm, square m, square in, square ft, and improvised units).<\/p>\n
<\/div>\n\u00a03.MD.7 Relate area to the operations of multiplication and addition.<\/div>\n<\/div>\n3.MD.8 Solve real world and mathematical problems involving perimeters of polygons, including finding the perimeter given the side lengths, finding an unknown side length, and exhibiting rectangles with the same perimeter and different areas or with the same area and different perimeters.<\/p>\n
Link to Math Unit 3 assignments- Unit 3 Math assignments<\/a><\/p>\n<\/div>\n<\/div>\nUnit 4 Covers the following standards:<\/h3>\n3.OA.1 Interpret products of whole numbers, e.g., interpret 5 \u00d7 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 \u00d7 7.<\/div>\n\n3.OA.2 Interpret whole-number quotients of whole numbers, e.g., interpret 56 \u00f7 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 \u00f7 8.<\/div>\n3.OA.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.1<\/div>\n3.OA.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 \u00d7 ? = 48, 5 = \ufffd \u00f7 3, 6 \u00d7 6 = ?.<\/div>\n\n3.OA.7 Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 \u00d7 5 = 40, one knows 40 \u00f7 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers.<\/div>\n<\/div>\n<\/div>\n\u00a0Science<\/strong><\/h1>\n<\/div>\nWe are using Mystery Science for our science\u00a0 lessons.\u00a0 If you would like to review the curriculum or your student misses a lesson and you need to catch up at home, here is the link to the lessons.\u00a0 Please only do Mystery Science at home if you have missed the lesson.\u00a0 If student do lesson ahead of the class then they will know the “mystery” before everyone else.<\/p>\n
Geometry<\/h3>\n\n- Reason with shapes and their attributes.<\/li>\n<\/ul>\n
Mathematical Practices<\/h3>\n\n- Make sense of problems and persevere in solving them.<\/li>\n
- Reason abstractly and quantitatively.<\/li>\n
- Construct viable arguments and critique the reasoning of others.<\/li>\n
- Model with mathematics.<\/li>\n
- Use appropriate tools strategically.<\/li>\n
- Attend to precision.<\/li>\n
- Look for and make use of structure.<\/li>\n
- Look for and express regularity in repeated reasoning.<\/li>\n<\/ol>\n<\/section>\n<\/article>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n
3rd Grade Units<\/strong><\/h2>\nUnit 1 covers the following standards:<\/h3>\n
3.MD.1\u00a0 Tell and write time to the nearest minute and measure time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes, e.g., by representing the problem on a number line diagram.<\/p>\n
3.MD.3 Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step “how many more” and “how many less” problems using information presented in scaled bar graphs. For example, draw a bar graph in which each square in the bar graph might represent 5 pets.<\/p>\n
Unit 2 covers the following standards:<\/h3>\n
3.OA.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.<\/p>\n
3.OA.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.<\/p>\n
3.NBT.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.<\/p>\n
\n
\n<\/div>\n\nUnit 3 covers the following standards:<\/h3>\n\u00a03.MD.4 Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units\u2014 whole numbers, halves, or quarters.<\/div>\n<\/div>\n3.MD.5 Recognize area as an attribute of plane figures and understand concepts of area measurement.<\/div>\n<\/div>\n3.MD.6 Measure areas by counting unit squares (square cm, square m, square in, square ft, and improvised units).<\/p>\n
<\/div>\n\u00a03.MD.7 Relate area to the operations of multiplication and addition.<\/div>\n<\/div>\n3.MD.8 Solve real world and mathematical problems involving perimeters of polygons, including finding the perimeter given the side lengths, finding an unknown side length, and exhibiting rectangles with the same perimeter and different areas or with the same area and different perimeters.<\/p>\n
Link to Math Unit 3 assignments- Unit 3 Math assignments<\/a><\/p>\n<\/div>\n<\/div>\nUnit 4 Covers the following standards:<\/h3>\n3.OA.1 Interpret products of whole numbers, e.g., interpret 5 \u00d7 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 \u00d7 7.<\/div>\n\n3.OA.2 Interpret whole-number quotients of whole numbers, e.g., interpret 56 \u00f7 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 \u00f7 8.<\/div>\n3.OA.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.1<\/div>\n3.OA.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 \u00d7 ? = 48, 5 = \ufffd \u00f7 3, 6 \u00d7 6 = ?.<\/div>\n\n3.OA.7 Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 \u00d7 5 = 40, one knows 40 \u00f7 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers.<\/div>\n<\/div>\n<\/div>\n\u00a0Science<\/strong><\/h1>\n<\/div>\nWe are using Mystery Science for our science\u00a0 lessons.\u00a0 If you would like to review the curriculum or your student misses a lesson and you need to catch up at home, here is the link to the lessons.\u00a0 Please only do Mystery Science at home if you have missed the lesson.\u00a0 If student do lesson ahead of the class then they will know the “mystery” before everyone else.<\/p>\n
Mathematical Practices<\/h3>\n\n- Make sense of problems and persevere in solving them.<\/li>\n
- Reason abstractly and quantitatively.<\/li>\n
- Construct viable arguments and critique the reasoning of others.<\/li>\n
- Model with mathematics.<\/li>\n
- Use appropriate tools strategically.<\/li>\n
- Attend to precision.<\/li>\n
- Look for and make use of structure.<\/li>\n
- Look for and express regularity in repeated reasoning.<\/li>\n<\/ol>\n<\/section>\n<\/article>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n
3rd Grade Units<\/strong><\/h2>\nUnit 1 covers the following standards:<\/h3>\n
3.MD.1\u00a0 Tell and write time to the nearest minute and measure time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes, e.g., by representing the problem on a number line diagram.<\/p>\n
3.MD.3 Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step “how many more” and “how many less” problems using information presented in scaled bar graphs. For example, draw a bar graph in which each square in the bar graph might represent 5 pets.<\/p>\n
Unit 2 covers the following standards:<\/h3>\n
3.OA.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.<\/p>\n
3.OA.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.<\/p>\n
3.NBT.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.<\/p>\n
\n
\n<\/div>\n\nUnit 3 covers the following standards:<\/h3>\n\u00a03.MD.4 Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units\u2014 whole numbers, halves, or quarters.<\/div>\n<\/div>\n3.MD.5 Recognize area as an attribute of plane figures and understand concepts of area measurement.<\/div>\n<\/div>\n3.MD.6 Measure areas by counting unit squares (square cm, square m, square in, square ft, and improvised units).<\/p>\n
<\/div>\n\u00a03.MD.7 Relate area to the operations of multiplication and addition.<\/div>\n<\/div>\n3.MD.8 Solve real world and mathematical problems involving perimeters of polygons, including finding the perimeter given the side lengths, finding an unknown side length, and exhibiting rectangles with the same perimeter and different areas or with the same area and different perimeters.<\/p>\n
Link to Math Unit 3 assignments- Unit 3 Math assignments<\/a><\/p>\n<\/div>\n<\/div>\nUnit 4 Covers the following standards:<\/h3>\n3.OA.1 Interpret products of whole numbers, e.g., interpret 5 \u00d7 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 \u00d7 7.<\/div>\n\n3.OA.2 Interpret whole-number quotients of whole numbers, e.g., interpret 56 \u00f7 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 \u00f7 8.<\/div>\n3.OA.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.1<\/div>\n3.OA.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 \u00d7 ? = 48, 5 = \ufffd \u00f7 3, 6 \u00d7 6 = ?.<\/div>\n\n3.OA.7 Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 \u00d7 5 = 40, one knows 40 \u00f7 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers.<\/div>\n<\/div>\n<\/div>\n\u00a0Science<\/strong><\/h1>\n<\/div>\nWe are using Mystery Science for our science\u00a0 lessons.\u00a0 If you would like to review the curriculum or your student misses a lesson and you need to catch up at home, here is the link to the lessons.\u00a0 Please only do Mystery Science at home if you have missed the lesson.\u00a0 If student do lesson ahead of the class then they will know the “mystery” before everyone else.<\/p>\n
3rd Grade Units<\/strong><\/h2>\nUnit 1 covers the following standards:<\/h3>\n
3.MD.1\u00a0 Tell and write time to the nearest minute and measure time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes, e.g., by representing the problem on a number line diagram.<\/p>\n
3.MD.3 Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step “how many more” and “how many less” problems using information presented in scaled bar graphs. For example, draw a bar graph in which each square in the bar graph might represent 5 pets.<\/p>\n
Unit 2 covers the following standards:<\/h3>\n
3.OA.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.<\/p>\n
3.OA.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.<\/p>\n
3.NBT.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.<\/p>\n
\n
\n<\/div>\n\nUnit 3 covers the following standards:<\/h3>\n\u00a03.MD.4 Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units\u2014 whole numbers, halves, or quarters.<\/div>\n<\/div>\n3.MD.5 Recognize area as an attribute of plane figures and understand concepts of area measurement.<\/div>\n<\/div>\n3.MD.6 Measure areas by counting unit squares (square cm, square m, square in, square ft, and improvised units).<\/p>\n
<\/div>\n\u00a03.MD.7 Relate area to the operations of multiplication and addition.<\/div>\n<\/div>\n3.MD.8 Solve real world and mathematical problems involving perimeters of polygons, including finding the perimeter given the side lengths, finding an unknown side length, and exhibiting rectangles with the same perimeter and different areas or with the same area and different perimeters.<\/p>\n
Link to Math Unit 3 assignments- Unit 3 Math assignments<\/a><\/p>\n<\/div>\n<\/div>\nUnit 4 Covers the following standards:<\/h3>\n3.OA.1 Interpret products of whole numbers, e.g., interpret 5 \u00d7 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 \u00d7 7.<\/div>\n\n3.OA.2 Interpret whole-number quotients of whole numbers, e.g., interpret 56 \u00f7 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 \u00f7 8.<\/div>\n3.OA.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.1<\/div>\n3.OA.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 \u00d7 ? = 48, 5 = \ufffd \u00f7 3, 6 \u00d7 6 = ?.<\/div>\n\n3.OA.7 Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 \u00d7 5 = 40, one knows 40 \u00f7 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers.<\/div>\n<\/div>\n<\/div>\n\u00a0Science<\/strong><\/h1>\n<\/div>\nWe are using Mystery Science for our science\u00a0 lessons.\u00a0 If you would like to review the curriculum or your student misses a lesson and you need to catch up at home, here is the link to the lessons.\u00a0 Please only do Mystery Science at home if you have missed the lesson.\u00a0 If student do lesson ahead of the class then they will know the “mystery” before everyone else.<\/p>\n
\n<\/div>\n
Unit 3 covers the following standards:<\/h3>\n\u00a03.MD.4 Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units\u2014 whole numbers, halves, or quarters.<\/div>\n<\/div>\n3.MD.5 Recognize area as an attribute of plane figures and understand concepts of area measurement.<\/div>\n<\/div>\n3.MD.6 Measure areas by counting unit squares (square cm, square m, square in, square ft, and improvised units).<\/p>\n
<\/div>\n\u00a03.MD.7 Relate area to the operations of multiplication and addition.<\/div>\n<\/div>\n3.MD.8 Solve real world and mathematical problems involving perimeters of polygons, including finding the perimeter given the side lengths, finding an unknown side length, and exhibiting rectangles with the same perimeter and different areas or with the same area and different perimeters.<\/p>\n
Link to Math Unit 3 assignments- Unit 3 Math assignments<\/a><\/p>\n<\/div>\n<\/div>\nUnit 4 Covers the following standards:<\/h3>\n3.OA.1 Interpret products of whole numbers, e.g., interpret 5 \u00d7 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 \u00d7 7.<\/div>\n\n3.OA.2 Interpret whole-number quotients of whole numbers, e.g., interpret 56 \u00f7 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 \u00f7 8.<\/div>\n3.OA.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.1<\/div>\n3.OA.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 \u00d7 ? = 48, 5 = \ufffd \u00f7 3, 6 \u00d7 6 = ?.<\/div>\n\n3.OA.7 Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 \u00d7 5 = 40, one knows 40 \u00f7 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers.<\/div>\n<\/div>\n<\/div>\n\u00a0Science<\/strong><\/h1>\n<\/div>\nWe are using Mystery Science for our science\u00a0 lessons.\u00a0 If you would like to review the curriculum or your student misses a lesson and you need to catch up at home, here is the link to the lessons.\u00a0 Please only do Mystery Science at home if you have missed the lesson.\u00a0 If student do lesson ahead of the class then they will know the “mystery” before everyone else.<\/p>\n
3.MD.6 Measure areas by counting unit squares (square cm, square m, square in, square ft, and improvised units).<\/p>\n
3.MD.8 Solve real world and mathematical problems involving perimeters of polygons, including finding the perimeter given the side lengths, finding an unknown side length, and exhibiting rectangles with the same perimeter and different areas or with the same area and different perimeters.<\/p>\n
Link to Math Unit 3 assignments- Unit 3 Math assignments<\/a><\/p>\n We are using Mystery Science for our science\u00a0 lessons.\u00a0 If you would like to review the curriculum or your student misses a lesson and you need to catch up at home, here is the link to the lessons.\u00a0 Please only do Mystery Science at home if you have missed the lesson.\u00a0 If student do lesson ahead of the class then they will know the “mystery” before everyone else.<\/p>\nUnit 4 Covers the following standards:<\/h3>\n
\u00a0Science<\/strong><\/h1>\n<\/div>\n