Welcome to
Third Grade
English Language Arts
Grade 3 ELA Overview
First Nine Weeks
Overview
In Fundations Units 1-4, students will review closed syllables (ex: slept) and closed syllable exceptions (ex: most). Students will review suffixes and learn how to form plurals with –s and –es and to double a consonant when adding a vowel suffix. Students will learn how to read and spell multisyllabic words. Students will begin their yearlong study of homophones, or words that sound alike (ex: no/know, right/write). Students will also begin their cursive writing work focusing on lowercase letters.
In Wit and Wisdom Module 1: The Sea, this module introduces students to the ocean as a rich source of life, beauty, and inspiration. Through careful reading and analysis of literature, informational texts, and art, students learn that the ocean is a complex ecosystem, made up of beautiful, mysterious, and important life forms. They discover how artists, poets, and writers explore the sea through words and images, and how scientists like Jacques Cousteau and Clyde Roper use technology to explore the sea. As part of their ocean studies, students develop deep knowledge about two sea creatures: sharks and giant squids.
In writing, students learn to write informative paragraphs by using effective topic statements; grouping related ideas together; developing a topic with facts, definitions, and details; and using linking words to connect ideas.
and receive feedback on their writing.
Unit
North Carolina Standards
Parent/Family Resources
Fundations
Units 1-4
45 Lessons
RF.3.2 Create readable documents with legible handwriting (manuscript and cursive).
RF.3.4 Know and apply grade-level phonics and word analysis skills in decoding words.
RF.3.5 Read with sufficient accuracy and fluency to support comprehension.
Module 1: The Sea
32 Lessons
RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
RL.3.2 Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.
RL.3.3 Describe characters in a story and explain how their actions contribute to the sequence of events.
RL3.4 Determine the meaning of words and phrases as they are used in a text, identifying words that impact the meaning in a text.
RL.3.7 Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story.
RL.3.10 By the end of grade 3, read and understand literature at the high-end of the 2-3 text complexity band proficiently and independently for sustained periods of time. Connect prior knowledge and experiences to text.
RI3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
RI.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea.
RI.3.3 Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in a technical procedure in a text, using language that pertains to time, sequence, and cause/effect.
RI.3.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.
RI.3.5 Use text features and search tools to locate information relevant to a given topic efficiently.
RI.3.7 Use information gained from illustrations and the words in a text to demonstrate understanding of the text.
RI.3.9 Compare and contrast the most important points and key details presented in two texts on the same topic.
RI.3.10 By the end of grade 3, read and understand informational texts at the high-end of the 2-3 text complexity band proficiently and independently for sustained periods of time. Connect prior knowledge and experiences to text.
W.3.1 Write opinion pieces on topics or texts, supporting a point of view with reasons
W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly
W.3.3 Write narratives to develop real or imagined experiences or events using effective techniques, descriptive details, and clear event sequences.
W.3.6 Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.
RL.3.5 Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, stanza; describe how each successive part builds on earlier sections.
SL.3.1 Engages effectively in a range of collaborative discussions (one-one-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.
SL.3.2 Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
SL.3.3 Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.
SL.3.4 Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.
Wit & Wisdom Family Overview (English)
Wit & Wisdom Family Overview (Spanish)
Wit & Wisdom Family Welcome Letter (English)
Wit & Wisdom Welcome Letter (Spanish)
Wit & Wisdom Parent Tips (English)
Wit & Wisdom Parent Tips (Spanish)
NCDPI ELA Parent Guide (English)
NCDPI ELA Parent Guide (Spanish)
Literacy at Home: Digital Reading Children’s Initiative
Second Nine Weeks
Overview
In Fundations Units 5-7, students will identify the schwa sound, which is an unexpected vowel sound. Students will read and spell words with a schwa in unaccented syllable (ex: velvet). Students will learn the –et spelling at the end of words, such as jacket. Students review open syllable words and learn about open vowel exceptions. They will spell and read words with soft c and g, y as a vowel, and pluralize words ending in y and o. Students will continue to review concepts of prefixes and roots. Students will finish learning how to write lowercase cursive letters and will begin to learn uppercase cursive.
In Wit and Wisdom Module 2: Outer Space, students explore the history of our fascination with and understanding of the cosmos as they study works of art and read about Galileo Galilei’s scientific observations of the night sky, the Apollo 11 mission, and a science fiction book about two brothers’ intergalactic journey.
In writing, students will build on their learning about informative writing and will learn to write opinion pieces in which they clearly state an opinion and support it with reasons and text-based evidence.
Unit
North Carolina Standards
Parent/Family Resources
Fundations Units 5-7
45 Lessons
RF.3.2 Create readable documents with legible handwriting (manuscript and cursive).
RF.3.4 Know and apply grade-level phonics and word analysis skills in decoding words.
RF.3.5 Read with sufficient accuracy and fluency to support comprehension.
Module 2: Outer Space
36 Lessons
RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
RL.3.2 Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.
RL.3.3 Describe characters in a story and explain how their actions contribute to the sequence of events.
RL.3.4 Determine the meaning of words and phrases as they are used in a text, identifying words that impact the meaning in a text.
RL.3.6 Distinguish their own point of view from that of the narrator or those of the characters.
RL.3.7 Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story.
RL.3.10 By the end of grade 3, read and understand literature at the high-end of the 2-3 text complexity band proficiently and independently for sustained periods of time. Connect prior knowledge and experiences to text.
RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
RI.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea.
RI.3.3 Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in a technical procedure in a text, using language that pertains to time, sequence, and cause/effect.
RI.3.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.
RI.3.6 Distinguish their own point of view from that of the author of a text.
RI.3.7 Use information gained from illustrations and the words in a text to demonstrate understanding of the text.
RI.3.8 Describe how the author connects ideas between sentences and paragraphs to support specific points in a text.
RI3.9 Compare and contrast the most important points and key details presented in two texts on the same topic.
RI3.10 By the end of grade 3, read and understand informational texts at the high-end of the 2-3 text complexity band proficiently and independently for sustained periods of time. Connect prior knowledge and experiences to text.
W.3.3 Write narratives to develop real or imagined experiences or events using effective techniques, descriptive details, and clear event sequences.
W.3.5 Conduct short research projects that build knowledge about a topic.
W.3.6 Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories
SL3.1 Engage effectively in a range of collaborative discussions (one-one-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.
SL3.2 Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
Third Nine Weeks
Overview
In Fundations Units 8-10, students will learn about the final stable syllable: consonant –le and tion/sion, consonant –le exception, final syllable with schwa vs. –le, and adding suffixes to base words with these endings. Students will review and learn more about r-controlled syllable and combining this syllable type with other syllables to make multisyllabic words. Students will also learn about the double vowel syllable and how to add suffixes, and additional sounds: eigh, ei, ea, ie, igh, oo, ui. Students will continue to learn how to write uppercase cursive letters.
In Wit and Wisdom Module 3: A New Home, students are given an opportunity to explore the history, challenges, and rewards of immigration and, through the lens of stories, learn how traditions blend with new experiences to create a rich, vibrant culture. Students gain a broad perspective of American immigration patterns in Betsy Maestro’s Coming to America and explore the immigration and acculturation of different families in literary books by Allen Say, Patricia Polacco, and Carmen Lomas Garza.
In writing, students focus on creating original narratives that introduce a situation and characters, incorporate dialogue, organize events in sequential order, and provide closure. In addition, students apply learning from Modules 1 and 2 to write a compare-contrast essay.
Unit
North Carolina Standards
Parent/Family Resources
Fundations Units 8-10
40 Lessons
RF.3.2 Create readable documents with legible handwriting (manuscript and cursive).
RF.3.4 Know and apply grade-level phonics and word analysis skills in decoding words.
RF.3.5 Read with sufficient accuracy and fluency to support comprehension.
Module 3: A New Home
35 Lessons
RL3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
RL3.2 Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.
RL3.3 Describe characters in a story and explain how their actions contribute to the sequence of events.
RL3.4 Determine the meaning of words and phrases as they are used in a text, identifying words that impact the meaning in a text.
RL3.6 Distinguish their own point of view from that of the narrator or those of the characters.
RL3.7 Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story.
RL3.9 Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters.
RL3.10 By the end of grade 3, read and understand literature at the high-end of the 2-3 text complexity band proficiently and independently for sustained periods of time. Connect prior knowledge and experiences to text.
RI3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
RI3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea.
RI3.3 Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in a technical procedure in a text, using language that pertains to time, sequence, and cause/effect.
RI3.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.
RI3.7 Use information gained from illustrations and the words in a text to demonstrate understanding of the text.
RI3.9 Compare and contrast the most important points and key details presented in two texts on the same topic.
RI3.10 By the end of grade 3, read and understand informational texts at the high-end of the 2-3 text complexity band proficiently and independently for sustained periods of time. Connect prior knowledge and experiences to text.
W.3.1 Write opinion pieces on topics or texts, supporting a point of view with reasons.
W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly
W.3.3 Write narratives to develop real or imagined experiences or events using effective techniques, descriptive details, and clear event sequences.
W.3.5 Conduct short research projects that build knowledge about a topic.
W.3.6 Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories
SL3.1 Engage effectively in a range of collaborative discussions (one-one-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.
SL3.2 Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
SL3.3 Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.
SL3.4 Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.
SL3.5 Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details.
Fourth Nine Weeks
Overview
In Fundations Units 11-14, students will learn how to read and spell contractions, the spelling of soft sound c and g after e, I, y , -dge after a short vowel, new sounds ch (chorus), ph (phone), silent letters we, rh, gn, kn, mn, mb, gh. Students will also learn more glued sounds –ture and tu, as well as advanced suffix endings: -ous, -al, ent, -an. Students will finish learning how to write the uppercase letters in cursive.
In Wit and Wisdom Module 4: Artists Make Art, students explore the unique and shared characteristics of artists and consider what it means to be an artist. The module opens with a fictional story about a child artist and her source of inspiration. Students go on to read texts about and engage firsthand with the work of dancer Alvin Ailey, poet William Carlos Williams, painter Jackson Pollock, and opera singer Marian Anderson. THey learn about each artist’s creative process and successes and struggles involved in translating inspiration into movement, words, images, and sound.
In Writing, students conduct research using technology, sort evidence into categories, take notes, and write and publish a multi-paragraph essay about the life and work of a great American artist.
Unit
North Carolina Standards
Parent/Family Resources
Fundations Units 11-14
45 Lessons
RF.3.2 Create readable documents with legible handwriting (manuscript and cursive).
RF.3.4 Know and apply grade-level phonics and word analysis skills in decoding words.
RF.3.5 Read with sufficient accuracy and fluency to support comprehension
Module 4: Artists Make Art
34 Lessons
RL3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
RL3.2 Recount stories, including fables, folktales, and myths from diverse culture; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.
RL3.3 Describe characters in a story and explain how their actions contribute to the sequence of events.
RL3.4 Determine the meaning of words and phrases as they are used in a text, identifying words that impact the meaning in a text.
RL3.5 Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, stanza; describe how each successive part builds on earlier sections.
RL3.7 Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story.
RL3.10 By the end of grade 3, read and understand literature at the high-end of the 2-3 text complexity band proficiently and independently for sustained periods of time. Connect prior knowledge and experiences to text.
RI3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
RI3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea.
RI3.3 Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in a technical procedure in a text, using language that pertains to time, sequence, and cause/effect.
RI3.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.
RI3.5 Use text features and search tools to locate information relevant to a given topic efficiently.
RI3.7 Use information gained from illustrations and the words in a text to demonstrate understanding of the text.
RI3.8 Describe how the author connects ideas between sentences and paragraphs to support specific points in a text.
RI3.10 By the end of grade 3, read and understand informational texts at the high-end of the 2-3 text complexity band proficiently and independently for sustained periods of time. Connect prior knowledge and experiences to text.
W.3.1 Write opinion pieces on topics or texts, supporting a point of view with reasons.
W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly
W.3.3 Write narratives to develop real or imagined experiences or events using effective techniques, descriptive details, and clear event sequences.
W.3.4 With guidance and support from adults, use digital tools and resources to produce and publish writing (using word processing skills) as well as to interact and collaborate with others.
W.3.5 Conduct short research projects that build knowledge about a topic.
W.3.6 Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.
SL3.1 Engage effectively in a range of collaborative discussions (one-one-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.
SL3.2 Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
SL3.3 Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.
SL3.4 Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.
SL3.5 Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details.
Mathematics
Grade 3 Math Overview
First Nine Weeks
Overview
In module 1, students relate repeated addition, equal groups, and arrays to multiplication and division. With a focus on units of 2, 3, 4, 5, and 10, students use the commutative and distributive properties as strategies to multiply, and they write expressions with three factors as a foundation of the associative property. Students express division as both unknown factor problems and division equations and break apart and distribute the total to divide. They use their understanding of multiplication and division concepts to reason about and solve one- and two-step word problems. In module 2, students compose and decompose customary measurement units. They use place value understanding and the vertical number line to round two- and three-digit numbers. Students also add and subtract two- and three-digit numbers within 1,000 by using a variety of strategies, including the standard algorithm.
Unit
North Carolina Standards
Parent/Family Resources
Module 1
Multiplication and Division with Units of 2, 3, 4, and 10
23 lessons
NC.3.OA.1 For products of whole numbers with two factors up to and including 10:
• Interpret the factors as representing the number of equal groups and the number of objects in each group.
• Illustrate and explain strategies including arrays, repeated addition, decomposing a factor, and applying the commutative and associative properties.
NC.3.OA.2 For whole-number quotients of whole numbers with a one-digit divisor and a one-digit quotient:
• Interpret the divisor and quotient in a division equation as representing the number of equal groups and the number of objects in each group.
• Illustrate and explain strategies including arrays, repeated addition or subtraction, and decomposing a factor.
NC.3.OA.3 Represent, interpret, and solve one-step problems involving multiplication and division.
• Solve multiplication word problems with factors up to and including 10. Represent the problem using arrays, pictures, and/or equations with a symbol for the unknown number to represent the problem.
• Solve division word problems with a divisor and quotient up to and including 10. Represent the problem using arrays, pictures, repeated subtraction and/or equations with a symbol for the unknown number to represent the problem.
NC.3.OA.6 Solve an unknown-factor problem, by using division strategies and/or changing it to a multiplication problem.
Module 2
Place Value Concepts Through Measurement
25 lessons
NC.3.OA.3- Represent, interpret, and solve one-step problems involving multiplication and division.
• Solve multiplication word problems with factors up to and including 10. Represent the problem using arrays, pictures, and/or equations with a symbol for the unknown number to represent the problem.
• Solve division word problems with a divisor and quotient up to and including 10. Represent the problem using arrays, pictures, repeated subtraction and/or equations with a symbol for the unknown number to represent the problem.
NC.3.NBT.2- Add and subtract whole numbers up to and including 1,000.
• Use estimation strategies to assess reasonableness of answers.
• Model and explain how the relationship between addition and subtraction can be applied to solve addition and subtraction problems.
• Use expanded form to decompose numbers and then find sums and differences.
NC.3.MD.3- Represent and interpret scaled picture and bar graphs:
• Collect data by asking a question that yields data in up to four categories.
• Make a representation of data and interpret data in a frequency table, scaled picture graph, and/or scaled bar graph with axes provided.
• Solve one and two-step “how many more” and “how many less” problems using information from these graph
NC.3.MD.8-Solve problems involving perimeters of polygons, including finding the perimeter given the side lengths, and finding an unknown side length.
Second Nine Weeks
Overview
In module 3, students extend their learning of multiplication and division to units of 6, 7, 8, 9, 0, and 1 by applying conceptual understanding and by using the commutative, distributive, and associative properties, as applicable. They multiply with two-digit multiples of 10 and solve one- and two-step word problems involving the four operations.
Unit
North Carolina Standards
Parent/Family Resources
Module 3
Multiplication and Division with Units of 0, 1, 6, 7, 8, and 9
25 lessons
NC.3.OA.1 For products of whole numbers with two factors up to and including 10:
• Interpret the factors as representing the number of equal groups and the number of objects in each group.
• Illustrate and explain strategies including arrays, repeated addition, decomposing a factor, and applying the commutative and associative properties.
NC.3.OA.2 For whole-number quotients of whole numbers with a one-digit divisor and a one-digit quotient:
• Interpret the divisor and quotient in a division equation as representing the number of equal groups and the number of objects in each group.
• Illustrate and explain strategies including arrays, repeated addition or subtraction, and decomposing a factor.
NC.3.OA.3 Represent, interpret, and solve one-step problems involving multiplication and division.
• Solve multiplication word problems with factors up to and including 10. Represent the problem using arrays, pictures, and/or equations with a symbol for the unknown number to represent the problem.
• Solve division word problems with a divisor and quotient up to and including 10. Represent the problem using arrays, pictures, repeated subtraction and/or equations with a symbol for the unknown number to represent the problem.
NC.3.OA.6 Solve an unknown-factor problem, by using division strategies and/or changing it to a multiplication problem.
NC.3.OA.8 Solve two-step word problems using addition, subtraction, and multiplication, representing problems using equations with a symbol for the unknown number.
NC.3.OA.9 Interpret patterns of multiplication on a hundreds board and/or multiplication table.
NC. NBT.3 Use concrete and pictorial models, based on place value and the properties of operations, to find the product of a one-digit whole number by a multiple of 10 in the range 10–90.
Third Nine Weeks
Overview
In module 4, students recognize area as an attribute of two-dimensional regions. They measure the area of a shape by finding the total number of same-sized square units required to cover the shape without gaps or overlaps. Students understand that rectangular arrays can be decomposed into identical rows or identical columns. They connect the number of rows and columns to the side lengths and then connect area to multiplication. Students use multiplication to determine the area of a rectangle and apply area concepts and strategies to mathematical and real-world problems. In module 5, students develop an understanding of fractions as numbers. They partition a whole into equal parts and recognize 1 of a fractional unit as a unit fraction. Students compose non-unit fractions from unit fractions and use visual fraction models and written fractions to represent parts of a whole. Students use fractions to represent numbers equal to, less than, and greater than 1. They compare fractions by using visual fraction models and by reasoning about the size of fractions that have the same numerator or denominator. Students identify equivalent fractions, and they apply fraction concepts by using rulers to measure to the nearest quarter inch.
Unit
North Carolina Standards
Parent/Family Resources
Module 4
Multiplication and Area
19 lessons
NC.3.MD.5-Find the area of a rectangle with whole-number side lengths by tiling without gaps or overlaps and counting unit squares.
NC.3.MD.7-Relate area to the operations of multiplication and addition.
• Find the area of a rectangle with whole-number side lengths by tiling it, and show that the area is the same as would be found by multiplying the side lengths.
• Multiply side lengths to find areas of rectangles with whole-number side lengths in the context of solving problems, and represent whole-number products as rectangular areas in mathematical reasoning.
• Use tiles and/or arrays to illustrate and explain that the area of a rectangle can be found by partitioning it into two smaller rectangles, and that the area of the large rectangle is the sum of the two smaller rectangles.
NC.3.G.1- Reason with two-dimensional shapes and their attributes.
• Investigate, describe, and reason about composing triangles and quadrilaterals and decomposing quadrilaterals.
• Recognize and draw examples and non-examples of types of quadrilaterals including rhombuses, rectangles, squares, parallelograms, and trapezoids.
Module 5
27 lessons
NC.3.NF.1- Interpret unit fractions with denominators of 2, 3, 4, 6, and 8 as quantities formed when a whole is partitioned into equal parts;
• Explain that a unit fraction is one of those parts.
• Represent and identify unit fractions using area and length models.
NC.3.NF.2- Interpret fractions with denominators of 2, 3, 4, 6, and 8 using area and length models.
• Using an area model, explain that the numerator of a fraction represents the number of equal parts of the unit fraction.
• Using a number line, explain that the numerator of a fraction represents the number of lengths of the unit fraction from 0.
NC.3.NF.4- Compare two fractions with the same numerator or the same denominator by reasoning about their size, using area and length models, and using the >, <, and = symbols. Recognize that comparisons are valid only when the two fractions refer to the same whole with denominators: halves, fourths and eighths; thirds and sixths
Fourth Nine Weeks
Overview
In module 6, students tell time to the nearest minute and use linear models to solve and represent elapsed time word problems. Students describe, analyze, and compare properties of two-dimensional shapes. They compare and classify shapes by the number of sides and angles and make connections to the attributes of shapes. Students recognize perimeter as an attribute of plane figures and solve real-world and mathematical problems involving perimeter. Students also represent and interpret data by using scaled picture graphs, scaled bar graphs, and line plots.
Unit
North Carolina Standards
Parent/Family Resources
Module 6
26 lessons
NC.3.OA.7- Demonstrate fluency with multiplication and division with factors, quotients and divisors up to and including 10.
• Know from memory all products with factors up to and including 10.
• Illustrate and explain using the relationship between multiplication and division.
• Determine the unknown whole number in a multiplication or division equation relating three whole numbers.
NC.3.OA.8 Solve two-step word problems using addition, subtraction, and multiplication, representing problems using equations with a symbol for the unknown number.
NC.3.NBT.2 Add and subtract whole numbers up to and including 1,000.
• Use estimation strategies to assess reasonableness of answers.
• Model and explain how the relationship between addition and subtraction can be applied to solve addition and subtraction problems.
• Use expanded form to decompose numbers and then find sums and differences
Science
Grade 3 Science Overview
Life Science
Overview
In Life Science, students will understand the components of the skin, skeletal, and muscular systems. They will focus on each systems’ functions, how they are essential for life, and why they are important.
Students will understand how plant structures aid in survival by investigating their functions and using models to illustrate seed plant life cycles, and how environmental factors influence plant survival by examining the impact of conditions on growth and explaining soil properties that support plant growth.
Unit
North Carolina Standards
Parent/Family Resources
From Molecules to Organisms- Structures and Processes
LS.3.1 Understand human body systems and how they are essential for life: protection, movement, and support.
LS.3.1.1 Use models to infer the functions of the skeletal and muscular systems.
LS.3.1.2 Obtain, evaluate, and communicate scientific information to explain why skin is necessary for protection and for the body to remain healthy.
LS.3.2 Understand how plant structures aid in survival.
LS.3.2.1 Carry out investigations to explain the structures and functions of plants and how they are essential for life.
LS.3.2.2 Use models to exemplify the distinct stages of the life cycle of seed plants.
Ecosystems - Interactions, Energy, and Dynamics
LS.3.3 Understand how environmental factors aid in the survival of plants.
LS.3.3.1 Carry out investigations to explain how environmental conditions determine how well plants survive and grow.
LS.3.3.2 Construct an explanation to infer how the basic properties and components of soil determine its ability to support the growth and survival of many plants.
Physical Science
Overview
In Physical Science, students will understand the structure and properties of matter before and after changes by classifying states of matter, inferring the properties of air, and explaining changes due to heating or cooling. Students will investigate energy transfer, including heat from friction, explore how energy moves between objects, and examine motion and its influencing factors such as speed, direction, and Earth's gravity.
Unit
North Carolina Standards
Parent/Family Resources
Matter and its Interactions
PS.3.1 Understand the structure and properties of matter before and after they undergo a change.
PS.3.1.1 Engage in argument from evidence to infer that air is a substance that surrounds us, takes up space, and has mass.
PS.3.1.2 Carry out investigations to classify solids, liquids, and gases based on their basic properties.
PS.3 1.3 Engage in argument from evidence to explain observable changes to the properties of matter when heated or cooled.
Energy
PS.3.3 Understand how energy can be transferred from one object to another.
PS.3.3.1 Ask questions to explain how heat is created by friction.
PS.3.3.2 Carry out investigations to explain how energy can be transferred from a warmer object to a cooler one by contact or at a distance.
Motion and Stability- Forces and Interactions
PS.3.2 Understand motion and factors that affect motion.
PS.3.2.1 Carry out investigations to infer changes in speed or direction resulting from forces acting on an object.
PS.3.2.2 Carry out investigations to compare the relative speeds (faster or slower) of objects that travel the same distance in different amounts of time.
PS.3.2.3 Use models to explain the effect of Earth's gravity on the motion of any object on or near the Earth.
Earth & Space Science
Overview
In Earth & Space Science, students will understand the major components and patterns in the Earth/Moon/Sun system by using models to recognize Earth's position in the solar system, investigating shadows to track the sun's apparent movement, and recognizing the consistent patterns of stars. Additionally, students will understand Earth's surface structures by using models to compare saltwater and freshwater features as well as various land features.
Unit
North Carolina Standards
Parent/Family Resources
Earth’s Place in the Universe
ESS.3.1 Remember the major components and patterns observed in the earth/moon/sun system.
ESS.3.1.1 Use models to recognize that the Earth is part of a system called the solar system that includes the sun (a star), planets, and many moons, and that the Earth is the third planet from the sun.
ESS.3.1.2 Carry out investigations to recognize that changes in the length and direction of an object's shadow indicate the apparent changing position of the sun during the day.
ESS.3.1.3 Obtain, evaluate and communicate information to recognize the patterns of the stars (including the sun) stay the same as they appear to move across the sky.
Earth's Systems
ESS.3.2 Understand the structures of the Earth’s surface using models.
ESS.3.2.1 Use models to compare Earth's saltwater and freshwater features (including oceans, seas, rivers, lakes, ponds, streams, and glaciers).
ESS.3.2.2 Use models to compare Earth's land features (including volcanoes, mountains, valleys, canyons, caverns, and islands).
Social Studies
Grade 3 Social Studies Year Long Overview
In this course, students will examine the concept of community and state through social studies strands of civics, inquiry, history, geography, and economics.
Unit
North Carolina Standards
Parent/Family Resources
Inquiry
First Nine Weeks
I.1.2- Construct compelling questions that promote inquiry with peers.
Civics and Government
First Nine Weeks
3.C&G.1-Understand the structure and function of state and local government.
Geography and Behavioral Sciences
Second Nine Weeks
3.G.1 Understand how geography impacts the development of regions and communities.
History
Third Nine Weeks
3.H.1 Understand how various people and historical events have shaped local communities.
Economics
Fourth Nine Weeks
3.E.1 Understand how economic decisions and resources affect the local economy.
Health and PE
Grade 3 Health and PE Overview
Healthful Living
Overview
The Healthful Living Education (K-12 Health and Physical Education) promotes behaviors that contribute to a healthy lifestyle and improved quality of life for all students. The Healthful Living curriculum supports and reinforces the goals and objectives of its two major components health and physical education. When fully integrated, the NHCS Health and Physical Education curriculum not only empowers students to lead an active and healthy lifestyle but also instills positive and encouraging attitudes towards physical activity and lifelong fitness.
Unit
North Carolina Standards
Clarifying Objectives
3rd GRADE Mental and Emotional Health (MEH)
3.MEH.1 Understand positive stress management strategies.
3.MEH.2 Understand the relationship between healthy expression of emotions, mental health, and healthy behavior.
3.MEH.1.1 Explain how self-control is a valuable tool in avoiding health risks.
3.MEH.1.2 Classify stress as preventable or manageable.
3.MEH.2.1 Identify common sources for feelings of grief or loss.
3.MEH.2.2 Summarize how to seek resources for assistance with feelings of grief or loss.
3rd GRADE Personal and Consumer Health (PCH)
3.PCH.1 Understand wellness, disease prevention, and recognition of symptoms.
3.PCH.2 Apply measures for cleanliness and disease prevention.
3.PCH.3 Understand necessary steps to prevent and respond to unintentional injury.
3.PCH.1.1 Classify behaviors in terms of whether they are related to physical, social, mental, and emotional health.
3.PCH.1.2 Classify behaviors in terms of whether they do or do not contribute to healthy living.
3.PCH.2.1 Recognize plaque and lack of dental hygiene result in gum disease and cavities.
3.PCH.2.2 Implement proper flossing to prevent tooth decay and gum disease.
3.PCH.3.1 Use methods for prevention of common unintentional injuries.
3.PCH.3.2 Summarize methods that increase and reduce injuries in and around water.
3.PCH.3.3 Summarize the dangers of weapons and how to seek help if a weapon or firearm is found.
3.PCH.3.4 Implement a plan to escape fire at home while avoiding smoke inhalation.
3rd GRADE Interpersonal Communication and Relationships (ICR)
3.ICR.1 Understand healthy and effective interpersonal communication and relationships.
3.ICR.1.1 Summarize qualities and benefits of a healthy relationship.
3.ICR.1.2 Plan how to show compassion for all living things and respect for other people’s property.
3.ICR.1.3 Illustrate how to seek help from an adult if a weapon is found or a threat is communicated.
3.ICR.1.4 Illustrate how to effectively and respectfully express opinions that differ.
3.ICR.1.5 Analyze situations in terms of the strategies used by people in those situations that help or hinder healthy relationships.
3rd GRADE Nutrition and Physical Activity (NPA)
3.NPA.1 Apply tools (My Plate, Food Facts Label) to plan healthy nutrition and fitness.
3.NPA.2 Understand the importance of consuming a variety of nutrient dense foods and beverages in moderation
3.NPA.1.1 Use My Plate to eat a nutritious breakfast each morning.
3.NPA.1.2 Check the Food Facts Label to determine foods that are low in sugar and high in calcium.
3.NPA.1.3 Plan activities for fitness and recreation during out of school hours.
3.NPA.2.1 Identify the sources of a variety of foods.
3.NPA.2.2 Categorize beverages that are more nutrient dense.
3.NPA.2.3 Recognize appropriate portion sizes of foods for most Americans.
3rd GRADE Alcohol, Tobacco, and Other Drugs (ATOD)
3.ATOD.1 Understand how to use household products and medicines safely.
3.ATOD.2 Apply strategies involving risk reduction behaviors to protect self and others from the negative effects of alcohol, tobacco, and other drugs.
3.ATOD.1.1 Identify examples of medications that help individuals with common health problems.
3.ATOD.1.2 Recall rules for taking medicine at school and at home.
3.ATOD.2.1 Use refusal skills when confronted or pressured to use alcohol, tobacco, or other drugs.
3.ATOD.2.2 Identify ways of refusing to ride in vehicles driven by someone who has been using alcohol.
Physical Education
Overview
The Healthful Living Education (K-12 Health and Physical Education) promotes behaviors that contribute to a healthy lifestyle and improved quality of life for all students. The Healthful Living curriculum supports and reinforces the goals and objectives of its two major components health and physical education. When fully integrated, the NHCS Health and Physical Education curriculum not only empowers students to lead an active and healthy lifestyle but also instills positive and encouraging attitudes towards physical activity and lifelong fitness.
Unit
North Carolina Standards
Clarifying Objectives
3rd GRADE Motor Skills (MS)
Apply competent motor skills and movement patterns needed to perform a variety of physical activities.
PE.3.MS.1.1 Execute combinations of simple locomotor skills and manipulative skills.
PE.3.MS.1.2 Apply basic manipulative skills while moving/traveling.
PE.3.MS.1.3 Execute mature form when combining locomotor skills with changes in direction.
PE.3.MS.1.4 Use variations of different locomotor skills with rhythmic patterns and smooth transitions.
3rd GRADE Movement Concepts (MC)
Understand concepts, principles, strategies, and tactics that apply to the learning and performance of movement.
PE.3.MC.2.1 Illustrate how practice, attention, and effort are required to improve skills.
PE.3.MC.2.2 Integrate the essential elements of correct form for the five fundamental manipulative skills.
PE.3.MC.2.3 Evaluate individual skills using a rubric based on critical cues.
PE.3.MC.2.4 Illustrate a variety of activities that are associated with four or more of the five components of health-related fitness.
3rd GRADE Health-Related Fitness (HF)
Understand the importance of achieving and maintaining a health enhancing level of physical fitness.
PE.3.HF.3.1 Summarize four or more of the five health-related fitness assessments and the associated exercises.
PE.3.HF.3.2 Identify enjoyable and challenging physical activities that one can do for increasing periods of time without stopping.
PE.3.HF.3.3 Implement moderate to vigorous physical activities that increase breathing and heart rate, at least four to seven times each week, for increasing periods of time.
3rd GRADE Personal/Social Responsibility (PR)
Use behavioral strategies that are responsible and enhance respect of self and others and value activity.
PE.3.PR.4.1 Use self-control to demonstrate personal responsibility and respect for self and others.
PE.3.PR.4.2 Use cooperation and communication skills to achieve common goals.
PE.3.PR.4.3 Explain the importance of working productively with others.