• Quarter Four Standards

     

    Science: 

    SC.3.L.15.1 (DOK 2) – Classify animals into major groups (mammals, birds, reptiles, amphibians, fish, arthropods, vertebrates and invertebrates, those having live births and those which lay eggs) according to their physical characteristics and behaviors.

    SC.3.L.15.2 (DOK 2) – Classify flowering and nonflowering plants into major groups such as those that produce seeds, or those like ferns and mosses that produce spores, according to their physical characteristics.

    SC.3.L.17.1 (DOK 2) – Describe how animals and plants respond to changing seasons.

    SC.3.L.17.2 (DOK 1) – Recognize that plants use energy from the Sun, air, and water to make their own food.

     

    Social Studies:

    SS.3.E.1.1 – Give examples of how scarcity results in trade.

    SS.3.E.1.2 – List the characteristics of money.

    SS.3.E.1.3 – Recognize that buyers and sellers interact to exchange goods and services through the use of trade or money.

    SS.3.E.1.4 – Distinguish between currencies used in the United States, Canada, Mexico, and the Caribbean.

    Resources:

    www.myon.com • Let’s Trade: A Book About Bartering – Nancy Loewen • Taxes, Taxes!: Where the Money Goes – Nancy Loewen • Lemons and Lemonade: A Book About Supply and Demand – Nancy Loewen • Money: What You Need to Know – Jill Sherman

    Studies Weekly Online (through student desktop): Week 26 – Trading Goods and Services (E.1.3), Week 27 – Money (E.1.2), Week 28 – Currencies (E.1.2, E.1.4)

     

     

    English Language Arts:

    Focus Comprehension Standards (Review):

    LAFS.3.RI.1.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

    LAFS.3.RI.1.3 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.

    LAFS.3.RI.2.5 Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.

    LAFS.3.RI.2.6 Distinguish their own point of view from that of the author of a text.

    LAFS.3.RI.3.9 Compare and contrast the most important points and key details presented in two texts on the same topic.

    LAFS.3.RL.2.5 Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such a chapter, scene, and stanza; describe how each successive part builds on earlier sections.

    LAFS.3.RL.3.9 Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series).

    Resources:

    Poems: RL.2.5 and RL.2.6 www.commonlit.org The Mysterious Egg & At the Zoo Poppy’s Jalopy & Humpty Dumpty

    Short Story: RL.2.5 www.commonlit.org The Champion of Quiet, The Lights of Saint Lucia, Reading to Max, Impossible to Train, MVP

    Two texts by same author: RL.3.9 www.readingvine.com The Cobbler and the Fairies & The Nail by Katharine Pyle, Thumbelina by Hans Christian Anderson, & The Princess and the Pea by Hans Christian Anderson

    Suggested Texts: myOn: The Life and Times of Pocahontas, and the First Colonies: The Dish on Food and Farming in Colonial America, The Rebellious Colonists and the Cause of the American Revolution

     

    Math:

     

    3/25/19 MAFS.3.NBT.1.2 – 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. (DOK 1)

    4/1/19 4/8/19 MAFS.3.OA.2.5 – Apply properties of operations as strategies to multiply and divide. Examples: If 6 × 4 = 24 is known, then 4 × 6 = 24 is also known. (Commutative property of multiplication.) 3 × 5 × 2 can be found by 3 × 5 = 15, then 15 × 2 = 30, or by 5 × 2 = 10, then 3 × 10 = 30. (Associative property of multiplication.) Knowing that 8 × 5 = 40 and 8 × 2 = 16, one can find 8 × 7 as 8 × (5 + 2) = (8 × 5) + (8 × 2) = 40 + 16 = 56. (Distributive property.) (DOK 2)

    4/15/19 4/22/19 MAFS.3.OA.4.8 – 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. (DOK 2)

    4/29/19 MAFS.3.MD.3.7 – Relate area to the operations of multiplication and addition. a. 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. b. 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. c. 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. d. 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. (DOK 3)

    5/6/19 MAFS.3.MD.4.8 – 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. (DOK 2)

    5/13/19 MAFS.3.NF.1.1 – Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b. (DOK 2) MAFS.3.NF.1.2 – Understand a fraction as a number on the number line; represent fractions on a number line diagram. a. 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. b. 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. (DOK 2)

    5/20/19 MAFS.3.NF.1.3 – Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size. a. Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line. b. Recognize and generate simple equivalent fractions, e.g., 1/2 = 2/4, 4/6 = 2/3). Explain why the fractions are equivalent, e.g., by using a visual fraction model. c. Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers. Examples: Express 3 in the form 3 = 3/1; recognize that 6/1 = 6; locate 4/4 and 1 at the same point of a number line diagram. d. 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.

    Resources:

    http://www.fldoe.org/core/fileparse.php/12083/urlt/3rdMath-IT.pdf

    cpalms.org