HOMEWORK
HOMEWORK POLICY IS CHANGING!
To better meet the needs of our scholars, the third grade teachers are changing the way homework is done.
Scholars will not have traditional homework this year. However, it is vital that scholars know their basic addition and subtraction facts. We do expect third grade students to be able to compute basic facts with automaticity (without drawing pictures, using manipulatives, or counting on their fingers). Please help your scholar to memorize their basic facts. Once your scholar has mastered addition and subtraction, they may move on to multiplication (through the ten times tables) and division. Your scholar can practice math facts in any way.
To better meet the needs of our scholars, the third grade teachers are changing the way homework is done.
Scholars will not have traditional homework this year. However, it is vital that scholars know their basic addition and subtraction facts. We do expect third grade students to be able to compute basic facts with automaticity (without drawing pictures, using manipulatives, or counting on their fingers). Please help your scholar to memorize their basic facts. Once your scholar has mastered addition and subtraction, they may move on to multiplication (through the ten times tables) and division. Your scholar can practice math facts in any way.
CURRICULUM
Unit 1 - Place Value
Students must be able to...
- Use objects and pictorial models to compose and decompose numbers in more than one way
- Compose and decompose numbers up to 100,000 using compatible numbers
- Use expanded form to write numbers up to 100,000
- Describe the relationship between numbers in the number system (ten times the position to the right)
- Place a number on a number line between multiples of 10; 100; 1,000 and 10,000
- Use "closer to," "is about," and "is nearly" to describe the location on a number line and the relative size of a number.
- Round numbers to the nearest 10; 100; 1,000 or 10,000 on and off a number line
- Compare and order numbers up to 100,000
- Use the symbols >, <, or = to show how numbers compare
- Use rounding to estimate sums and differences in word problems
- Use compatible numbers to estimate sums and differences
Click on the buttons below for extra help with Place Value
Unit 2 - Addition and Subtraction with Data Analysis
Students must be able to:
- Make generalizations about frequency tables (tally charts), bar graphs, pictographs and dot plots.
- Determine intervals used in a graph.
- Analyze bar graphs, pictographs and dot plots to tell about and summarize data.
- Use charts and graphs to solve one and two step problems.
- Identify the addition and subtraction relationship using numbers in a table.
- Create a table the represents real-world situations.
- Solve one and two step addition and subtraction problems based on place value, properties of operations and the relationship between addition and subtraction (fact families)
- Use pictures, number lines and equations to represent addition and subtraction problems.
- Count a collection of coins and bills.
- Find the perimeter of a polygon.
- Determine the missing length of a side when given the perimeter or a polygon and the lengths of the other sides.
Click on the buttons below for extra help with Unit 2
Unit 3 - Multiplication and Division Basics
Students must be able to:
- Represent multiplication and division problems using arrays, strip diagrams, and equations including repeated addition
- Use what they know about multiplication to determine a quotient.
- Use what they know about the relationship between multiplication and division to solve for a missing number.
- Solve one-step multiplication/division problems using a variety of strategies (arrays, area model, number lines, skip counting, etc).
- Separate a number of objects into two equal groups to determine if the number is even or odd.
- Use the divisibility of 2 rule to determine if a number is even or odd.
- Automatically recall multiplication facts
- Use what they know about multiplication to recall division facts.
- Describe multiplication as a comparison (3x9 represents three times as much as nine)
- Use mathematical symbols to represent a multiplication situation
- Divide a set of objects into equal shares to determine the number of groups
- Divide a set of objects into equal groups to determine the number of objects in each group.
- Combine equal groups of objects
Click the links below for extra help with multiplication and division.
Units 4 and 5 - Fractions
Students must be able to:
- separate shapes into equal parts in more than one way and name each part as a fraction.
- represent/show fractions using objects, pictorial models, strip diagrams, and number lines.
- name the fraction for a given point on a number line.
- label a given fraction in the appropriate location on a number line.
- describe a unit fraction based on the denominator.
- explain how the denominator affects the fraction.
- explain why two fractions are not equivalent.
- represent equivalent fractions using objects, pictorial models, and number lines.
- compare two fractions with like numerators
- compare two fractions with like denominators.
- justify why one fraction is greater than/less than another.
- compose/decompose fractions as a sum of unit fractions.
- solve problems by partitioning an object or set of objects equally.
- explain why two fractions are or are not equivalent based on the whole or their positions on a number line.
- represent fractions as distances from zero on a number line.
Click the link below for extra help with fractions.
Unit 6 - Geometry
Students must be able to:
- compare, classify and sort two-dimensional figures based on their attributes.
- compare, classify and sort three-dimensional figures based on their attributes.
- use formal geometric language to describe how figures are sorted.
- compare, classify and sort quadrilaterals into categories.
- draw examples and non-examples of the 5 types of quadrilaterals (rhombus, square, rectangle, parallelogram and trapezoid)
- use the number of rows and number of unit squares in a row to determine the area of a rectangle.
- use repeated addition to determine the area of a rectangle.
- multiply to find the area of a rectangle.
- break a figure into smaller rectangles in order to find the total area.
- find the perimeter or a polygon.
- determine a missing length when given the perimeter of a polygon and lengths of the other sides.