3RD GRADE CURRICULUM

3rd Grade Math

Operations and Algebraic Thinking

  • 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.

Solve problems involving the four operations, and identify and explain patterns in arithmetic.

  • 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
  • Identify arithmetic patterns, and explain them using properties of operations.

 Numbers and Operations in Base Ten:

Use place value understanding and properties of operations to perform multi-digit arithmetic.¹

  • Use place value understanding to round whole numbers to the nearest 10 or 100.
  • 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.
  • 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.

Number and Operations- Fractions:

Develop understanding of fractions as numbers.

  •  Understand a fraction 1/b as the quantity formed by 1 part when whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b.
  •  Understand a fraction as a number on the number line; represent fractions on a number line diagram.
  •  Represent a fraction 1/b on a number line diagram by defining the interval from 0 to 1 as the whole and partitioning it into b equal parts. Recognize that each part has size 1/b and that the endpoint of the part based at 0 locates the number 1/b on the number line.
  •  Represent a fraction a/b on a number line diagram by marking off a lengths 1/b from 0. Recognize that the resulting interval has size a/b and that its endpoint locates the number a/b on the number line.
  • Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size.
  •  Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line.
  •  Recognize and generate simple equivalent fractions. Explain why the fractions are equivalent using a fraction model.
  •  Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers.
  •  Compare two fractions with the same numerator or the same denominator by reasoning about their size. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model.

Measurement and Data

Solve problems involving measurement and estimation.

  •  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.
  •  Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l). Add, subtract, multiply, or divide to solve one-step word problems involving masses or volumes that are given in the same units.

Represent and interpret data.

  •  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.
  •  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— whole numbers, halves, or quarters.

Geometric measurement: Understand concepts of area and relate area to multiplication and to addition.

  •  Recognize area as an attribute of plane figures and understand concepts of area measurement.
  • A square with side length 1 unit, called “a unit square,” is said to have “one square unit” of area, and can be used to measure area.
  •  A plane figure which can be covered without gaps or overlaps by n unit squares is said to have an area of n square units.
  •  Measure areas by counting unit squares.
  •  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 real world and mathematical problems, and represent whole-number products as rectangular areas in mathematical reasoning.
  •  Use tiling to show in a concrete case that the area of a rectangle with whole-number side lengths a and b + c is the sum of a × b and a × c. Use area models to represent the distributive property in mathematical reasoning.
  • Recognize area as additive. Find areas of rectilinear figures by decomposing them into non-overlapping rectangles and adding the areas of the non-overlapping parts, applying this technique to solve real world problems.

Geometric measurement:

Recognize Perimeter.

  •  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.

Geometry:

Reason with shapes and their attributes.

  •  Understand that shapes in different categories may share, and that the shared attributes can define a larger category. Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these subcategories.
  •  Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole.

3rd Grade English Language Arts

Reading Fables and Myths:

  • The Wind and the Sun/ Daylight
  • How the Camel Got His Hump
  • Tiger Gets His Stripes

Reading Short Stories:

  • The Adventures of the Three Students
  • The Adventures of the Red Headed League

 Writing Fictional Narrative/ Writing Personal Narratives/ Writing Informative/ Explanatory Texts:

  • The Writing Process

 Reading Historical Non Fiction:

  • Ellis and Angel, Islands of Hope

 Reading Drama:

  • A Garden to Share
  • A Mammoth Adventure
  • Attic Stardust

 Reading Poetry:

  • The Pied Piper of Hamelin”
  • Shenandoah/ the Wind/ Autumn

Reading Technical Texts:

  • Using the Internet
  • Magration of Loggerhead Turtles

Reading Scientific Nonfiction:

  • Howling Wind, Swirling Snow
  • Giants of The grassland

 Writing Opinion Pieces:

  • The Writing Process

 Common Core Addressed

Reading: Literature

 

Key Ideas and Details

  •  Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
  •  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.
  •  Describe characters in a story and explain how their actions contribute to the sequence of events

Craft and Structure

  •  Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.
  •  Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.
  • Distinguish their own point of view from that of the narrator or those of the characters.

Integration of Knowledge and Ideas

  •  Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story.
    •  Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters.

Reading Informational Text

  •  By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2–3 text complexity band independently and proficiently.

Key Ideas and Details

  •  Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
  •  Determine the main idea of a text; recount the key details and explain how they support the main idea.
  •  Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.

Craft and Structure

  •  Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topics or subject area.
  •  Use text features and search tools efficiently.
  • Distinguish their own point of view from that of the author of a text.

Integration of Knowledge and Ideas

  •  Use information gained from illustrations and the words in a text to demonstrate understanding of the text.
  •  Describe the logical connection between particular sentences and paragraphs in a text.
  •  Compare and contrast the most important points and key details presented in two texts on the same topic.

Range of Reading and Level of Text Complexity

  •  By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2–3 text complexity band independently and proficiently.

Reading: Foundational Skills

Phonics and Word Recognition

  •  Know and apply grade-level phonics and word analysis skills in decoding words.
  •  Distinguish long and short vowels when reading regularly spelled one-syllable words.
  •  Know spelling-sound correspondences for additional common vowel teams.
  •  Decode regularly spelled two-syllable words with long vowels.
  •  Decode words with common prefixes and suffixes.
  •  Identify words with inconsistent but common spelling-sound correspondences.
  •  Recognize and read grade-appropriate irregularly spelled words.

Fluency

  • Read with sufficient accuracy and fluency to support comprehension.
  • Read grade-level text with purpose and understanding.
  • Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings.
  • Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Writing:

Text Types and Purposes

  •  Write opinion pieces on topics or texts, supporting a point of view with reasons.
  •  Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.
  • Provide reasons that support the opinion.
  • Use linking words and phrases.
  • Provide a concluding statement or section.
  • Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
  •  Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.
  •  Develop the topic with facts, definitions, and details.
  • Use linking words and phrases to connect ideas within categories of information.
  • Provide a concluding statement or section.
  •  Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
  •  Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally.
  •  Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.
  •  Use temporal words and phrases to signal event order.
  • Provide a sense of closure.

Production and Distribution of Writing

  • With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose.
  •  With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.

Range of Writing

  •  Write routinely over extended time frames and shorter time frames for a range of discipline-specific tasks, purposes, and audiences.

Speaking and Listening:

Comprehension and Collaboration

  • Engage effectively in a range of collaborative discussions with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.
  •  Come to discussions prepared having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
  •  Follow agreed-upon rules for discussions.
  •  Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.
  • Explain own ideas and understanding in light of the discussion.
  •  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.
  •  Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.

Presentation of Knowledge and Ideas

  •  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.
  •  Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification.

Language:

Conventions of Standard English

  •  Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.
  •  Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.
  •  Form and use regular and irregular plural nouns.
  •  Use abstract nouns.
  •  Form and use regular and irregular verbs.
  •  Form and use the simple verb tenses.
  •  Ensure subject-verb and pronoun-antecedent agreement.
  •  Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified.
  •  Use coordinating and subordinating conjunctions.
  •  Produce simple, compound, and complex sentences.
  • Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.
  •  Capitalize appropriate words in titles.
  •  Use commas in addresses.
  •  Use commas and quotation marks in dialogue.
  •  Form and use possessives.
  •  Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words.
  •  Use spelling patterns and generalizations in writing words.
  •  Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.

 Knowledge of Language

  •  Use knowledge of language and its conventions when writing, speaking, reading, or listening.
  •  Choose words and phrases for effect.
  •  Recognize and observe differences between the conventions of spoken and written Standard English.

Vocabulary Acquisition and Use

  •  Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.
  • Use sentence-level context as a clue to the meaning of a word or phrase.
  •  Determine the meaning of the new word formed when a known affix is added to a known word.
  •  Use a known root word as a clue to the meaning of an unknown word with the same root.
  •  Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases.
  •  Demonstrate understanding of figurative language, word relationships and nuances in word meanings.
  •  Distinguish the literal and non-literal meanings of words and phrases in context
  •  Identify real-life connections between words and their use.
  •  Distinguish shades of meaning among related words that describe states of mind or degrees of certainty.
  •  Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships

Grade 3 Science

Life Cycles of Animals:

What is a life cycle?

What is the first stage?

How do Some animals grow and change?

Hoe Do adult animals Care for Their Young?

 

Life Cycles of Plants:

What is the first stage in the life cycle of a flowering plant?

How do flowering plants make seeds?

How do plants with cones make and protect seeds?

How do plants change during their life cycles?

 

Comparing Sun, Moon, and Earth:

What is the Moon like?

What is being on the Moon Like?

What is the Sun like?

 

Motions of the Sun and Moon:

  • How does Earth move each day?
  • How does Earth move?
  • How does the Moon move?
  • Effects of Earth and Moon motion.
  • What causes seasons?
  • What are eclipses?

 

All about Matter:

  • What is matter?
  • How can matter be changed?

 

Energy and Change:

  • What is energy?
  • What is heat, and how can it move?
  • How can heat change materials?

 

Force Motion, and Machines:

  • What is force?
  • How do machines make work easier?

 

Air as a Natural Resource:

  • What are natural resources?
  • How is air used?

 

Water on Earth:

  • Where is Water found on Earth?
  •  How can sources of fresh water be protected?

 

Land as a Natural Resource:

  • How do the forces of nature change Earth’s surfaces?
  • Why are rocks and soil important?

 

Relationships among Living Things:

  • What do living things need?
  • How do living things get the food they need?
  • What are food chains and food webs?

 

Adaptations of living things:

  • How are living things adapted for getting food?
  • How are living things adapted for protection?

 

Living things in the Environment:

  • How can living things change the environment?

How are living things adapted to their environment?

Grade 3 Social Studies:

The Places we Live:

  • What is Community?
  • Kinds of Communities.

 

Our Land and Resources:

  • Earths Land and Water
  • Our Country’s Geography
  • Communities and Resources
  • World Connection: Mexico City

Old and New Communities:

  • The Navajo
  • The Yurok
  • The Cherokee
  • The Haudenosaunee

Explorers Arrive:

  • Colonies in America
  • Becoming a Country

Newcomers Settle:

  • Settlers in St. Louis
  • Moving West
  • People from Many Places
  • Coming to America

Being an Active Citizen

  • Citizens make a difference
  • Rights and Responsibilities

Our Government

  • Local government
  • State Government
  • National Government

Grade 3 Islamic Studies

What is Iman
I believe in Allah
The Angels of Allah
The Books of Allah
The Prophets of Allah
Yaiwm Al qiyama
Faith good or bad
Ibraheem searching for God
Ibraheem is Brave
When Fire does not burn
Ibraheem travels to Makkah
The Hardest test
Hajj
The Fifth Pillar of Islam
Making Wudoo
sulat ul jamah
A prayer Allah loves
How to pray jamah
Think easy abadah
Muhammad became a Prophet
He became a prophet
He teaches his family
Early suffer
Mohammed was strong
The boy coot
The faithful wife
Cleanliness and purity
It is strength
Cooperation
Perseverance
Respect
Truth is Muslims way
Saying the Prophet Way
My creature trust Allah
Surat Ul Qamar
Turning to Allah
Taqwah is my goal
Am Ul Feel
The Prophet
Prophet Muhammad
The blessed young man
Al Sadiq al ameen
The happy marriage
Zaid Bin Haritha
Zaid Bin Haritha
Surat Aladiyat
Prophet loves children
The shining
I am seven I can Pray
Thikr after salah
Du”aa
Bilal Makes Athan
I fast Ramadan
Eid Around the world
Masajed around the world
Who is my hero?
I am honest I am a Muslim

Grade 3 Quran

No.

Translation

Transliteration

Arabic

78

The Great News

An Naba

سورة الـنبإ

79

Those Who Pull Out

An Nazi’at

سورة الـنازعات

80

He Frowned

‘Abasa

سورة عبس

81

Wound Round and Lost its Light

At-Takwir

سورة التكوير

82

The Cleaving

Al Infitar

سورة الانفطار

83

Those Who Deal in Fraud

Al Mutaffifin

سورة المطـفـفين

Grade 3 Arabic

ELEMENTARY GRADES

RECOMMENDED WEBSITES

ELEMENTARY SCHOOL

• The Common Core Curriculum is fully implemented
• Wilson’s Fundations, a research based reading program, was implemented and gave spectacular results
• Visual aids-classrooms have access to LCD projectors
• Brainpop, an interactive online teaching resource, is used in the classroom and accessible at home
• Spelling Bee-students go on to an All Islamic Bee
• Science Fair-students work collaboratively, which is part of College & Career ready objectives

DOWNLOADABLE LINKS