The third grade is a bridge between introductory skills taught in the primary grades and skills to be mastered in the intermediate grades. The following is the Next Generation Learning Standards for third grade in the areas of ELA and MATH:
3rd Grade English Language Arts Learning Standards 3rd Grade Introduction Guidance and Support Guidance and support are an integral part of developmentally appropriate practice. As children are gaining mastery of the Standards in 3rd grade, some students may require support to demonstrate skills. Range of Student Reading Experiences for 3rd Grade Students in 3rd grade should experience a balance of literature and informational texts in the context of instruction designed to create opportunities for children to engage with a variety of topics and texts, and have discussions about texts that support language development and knowledge building. Creating this learning environment can take a variety of formats, including read-alouds, shared readings, paired readings, learning activities that incorporate literacy materials, talking, writing and other literacy activities. We refer to these instructional events as ‘reading or literacy experiences’ because the focus is on using texts, printed and visual, to develop readers’ concepts of how meaning is conveyed through reading and writing, and in turn their ability to make meaning of increasingly complex text. Much of this work is done through talk-reading and reading-writing connections. The following are examples of literary and informational text types that could be used in classroom instruction. Texts are not limited to these examples. Literature: stories, drama, poetry, fiction, fairytales, folk tales, tall tales, and other literary texts. Informational Text: nonfiction, biographies, autobiographies, books and articles about science, art, history, social studies, and information displayed in charts, graphs, or maps, in both print and digital sources. Text Complexity Expectations for 3rd Grade Students in 3nd grade are at varying stages of development as word readers and as text comprehenders. By the end of the school year, however, students in 3nd grade should have good control of word reading skills and be developing reading comprehension strategies in order to read appropriately complex literary and informational texts at or above grade level. To bolster students’ text comprehension skills, teachers should provide large group, small group, and individual reading activities, with materials that are content-rich and complex at ageappropriate levels. Students should also participate in interactive read-aloud discussions of more complex texts that may not be readily accessible to students when reading independently. It is the case that students are refining their word reading and comprehension skills as they experience more challenging texts; therefore it is essential that even while students read texts at an instruction and independent level, they are also scaffolded into reading texts at or above grade-level—through read-alouds, discussion, reading-writing connections, etc. Because each reader brings different skills and background knowledge to the 36 act of reading, a text that is ‘complex’ for one reader may be accessible to a peer in the same classroom. For this reason, educators should provide scaffolding and support as needed to allow all students to access grade-level texts. The most critical distinction, however, is the distinction between the complexity of the texts used for children to work on their word reading accuracy and fluency, and the complexity of the texts used to build up language and knowledge. English Language Learners/Multilingual Learners English Language Learners (ELLs)/Multilingual Learners (MLLs) enter the school system at all grade levels, with a range of proficiency in English and varying degrees of literacy and academic competencies in their home or primary language. While building proficiency in English, ELLs/MLLs, in English as a New Language and Bilingual Education programs may demonstrate skills bilingually or transfer linguistic knowledge across languages. The eventual goal of English Language Arts (ELA) standards is to support the lifelong practices of reading, writing, speaking and listening in English. ELLs/MLLs can receive home language supports and be provided opportunities to demonstrate skills in their home or primary languages to indicate mastery of the linguistic concepts and skills embedded in the ELA Standards. Throughout the Standards, the use of annotation marks this concept for ELLs/MLLs. Students with Disabilities Children with disabilities and their typically developing peers are all capable of learning, achieving, and making developmental progress. Children with disabilities need specially designed instruction and related services designed to address their disability and ensure their participation in age appropriate activities with nondisabled peers. Each child with a disability has an individualized educational program (IEP) which documents his/her individual goals, supports, and services as determined by his/her needs, strengths, and abilities. These individual supports, accommodations, and services are designed to assist the child to meet the goals in his/her IEP as well as to achieve the learning standards. With the appropriate services and supports, children with disabilities can participate in experiences with their nondisabled peers and be held to the same high standards and expectations as those without disabilities. 3rd Grade Reading Standards (Literary and Informational Text) Key Ideas and Details 3R1: Develop and answer questions to locate relevant and specific details in a text to support an answer or inference. (RI&RL) 3R2: Determine a theme or central idea and explain how it is supported by key details; summarize portions of a text. (RI&RL) 3R3: In literary texts, describe character traits, motivations, or feelings, drawing on specific details from the text. (RL) 37 In informational texts, describe the relationship among a series of events, ideas, concepts, or steps in a text, using language that pertains to time, sequence, and cause/effect. (RI) Craft and Structure 3R4: Determine the meaning of words, phrases, figurative language, and academic and contentspecific words. (RI&RL) 3R5: In literary texts, identify parts of stories, dramas, and poems using terms such as chapter, scene, and stanza. (RL) In informational texts, identify and use text features to build comprehension. (RI) 3R6: Discuss how the reader’s point of view or perspective may differ from 3RF3a: Identify and know the meaning of the most common prefixes and suffixes. 3RF3b: There is not a grade 3 standard for this concept. 3RF3c: Decode multi-syllabic words. 3RF3d: Identify, know the meanings of, and decode words with suffixes. 3RF3e: Recognize and read grade-appropriate irregularly spelled words. Fluency 3RF4: Read grade-level text with sufficient accuracy and fluency to support comprehension. 3RF4a: Read grade-level text across genres orally with accuracy, appropriate rate, and expression on successive readings. 3RF4b: Use context to confirm or self-correct word recognition and understanding, rereading as necessary. 3rd Grade Writing Standards Production and Range of Writing for 3rd Grade As students in 3rd grade develop their writing skills, they will use a variety of strategies to plan, revise, and strengthen their writing as they work independently and collaboratively with adults and peers to produce texts, and to learn about and develop oral language-written language and reading-writing connections. Students in 3rd grade will write for multiple purposes (to entertain, to explain, to persuade) and learn about various tools (print and digital) to produce, share, and publish writing. In all writing tasks, students will learn to use and to adjust language to best communicate ideas, content, and message to readers; that is, third graders should be practicing enacting the distinction between conversational and academic language and their purposes and use. Students’ academic language skills, including written language, co-develop with content and world knowledge and through opportunities to read, write, and discuss with peers. As part of their writing development, students should continue to learn about how technology and digital tools for writing can increase learning and communication (e.g., use technology to write and explore concepts). Students should receive instruction in keyboarding, with a focus on technique over speed. Please see the Lifelong Practices for Writers for examples of important lifelong writing habits that should begin in the early years and continue through life. Text Types and Purposes 3W1: Write an argument to support claim(s), using clear reasons and relevant evidence. 3W1a: Introduce a claim, supported by details, and organize the reasons and evidence logically. 3W1b: Use precise language and content-specific vocabulary. 39 3W1c: Use linking words and phrases to connect ideas within categories of information. 3W1d: Provide a concluding statement or section. 3W2: Write informative/explanatory texts to explore a topic and convey ideas and information relevant to the subject. 3W2a: Introduce a topic and organize related information together. 3W2b: Develop a topic with facts, definitions, and details; include illustrations when useful for aiding comprehension. 3W2c: Use precise language and content-specific vocabulary. 3W2d: Use linking words and phrases to connect ideas within categories of information. 3W2e: Provide a concluding statement or section. 3W3: Write narratives to develop real or imagined experiences or events using effective techniques, descriptive details, and clear event sequences. 3W3a: Establish a situation and introduce a narrator and/or characters. 3W3b: Use descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations. 3W3c: Use temporal words and phrases to signal event order. 3W3d: Provide a conclusion. 3W4: Create a response to a text, author, theme or personal experience (e.g., poem, play, story, art work, or other). W5: Begins in grade 4. Research to Build and Present Knowledge 3W6: Conduct research to answer questions, including self-generated questions, and to build knowledge. 3W7: Recall relevant information from experiences or gather information from multiple sources; take brief notes on sources and sort evidence into provided categories. 3rd Grade Speaking and Listening Comprehension and Collaboration 3SL1: Participate and engage effectively in a range of collaborative discussions with diverse peers and adults, expressing ideas clearly, and building on those of others. 3LS1a: Come to discussions having read or studied required material; draw on that preparation and other information known about the topic to explore ideas under 40 discussion. 3SL1b: Follow agreed-upon norms for discussions by actively listening, taking turns, and staying on topic. 3SL1c: Ask questions to check understanding of information presented and link comments to the remarks of others. 3SL1d: Explains their own ideas and understanding of the discussion. 3SL1e: Consider individual differences when communicating with others. 3SL2: Determine the central ideas and supporting details or information presented in diverse texts and formats (e.g., including visual, quantitative, and oral). 3SL3: Ask and answer questions in order to evaluate a speaker’s point of view, offering appropriate elaboration and detail. Presentation of Knowledge and Ideas 3SL4: 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. 3SL5: Include digital media and/or visual displays in presentations to emphasize certain facts or details. 3SL6: Identify contexts that call for academic English or informal discourse. 3rd Grade Language Standards Please note: Language Standards 1 and 2 are organized within grade bands and are not meant to be accomplished by the end of 3rd grade. Local curriculum choices will determine which specific skills are included in 3rd grade. These banded skills can be found in Appendix A at the end of this document. Language Standards 1 and 2 are organized within grade bands. For the Core Conventions Skills and Core Punctuation and Spelling Skills for Grades 3-5, the student is expected to know and be able to use the skills by the end of 5th grade. The → is included to indicate skills that connect and progress across the band. Conventions of Academic English/Language for Learning (See Appendix A) Knowledge of Language 3L3: Recognize differences between the conventions of spoken conversational English and academic English; signal this awareness by selecting conversational or academic forms when speaking or writing. 41 3L3a: Choose words and phrases for effect. 3L3b: Recognize and observe differences between the conventions of spoken and written academic English. Vocabulary Acquisition and Use 3L4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based, choosing flexibly from a range of strategies, including, but not limited to the following. 3L4a: Use sentence-level context as a clue to the meaning of a word or phrase. 3L4b: Determine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/disagreeable, comfortable/ uncomfortable, care/careless, heat/preheat). 3L4c: Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion). 3L4d: Use glossaries or beginning dictionaries to determine or clarify the precise meaning of key words and phrases. 3L5: Demonstrate understanding of word relationships and nuances in word meanings. 3L5a: Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps). 3L5b: Use words for identification and description, making connections between words and their use (e.g., describe people who are friendly or helpful). 3L5c: Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered). 3L6: Acquire and accurately use conversational, general academic, and content-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went out for dessert).
Grade 3 Overview In Grade 3, instructional time should focus on four areas: (1) developing understanding of multiplication and division and strategies for multiplication and division within 100; (2) developing understanding of fractions, especially unit fractions (fractions with numerator 1); (3) developing understanding of the structure of rectangular arrays and of area; and (4) describing and analyzing polygons based on the number of sides and vertices. Please note that while every standard/topic in the grade level has not been included in this overview, all standards should be included in instruction. 1. Through their learning in the Operations and Algebraic Thinking domain, students: • develop an understanding of the meanings of multiplication and division of whole numbers through activities and problems involving equal-sized groups, arrays, and area models; multiplication is finding an unknown product, and division is finding an unknown factor in these situations. For equal-sized group situations, division can require finding the unknown number of groups or the unknown group size; • use properties of operations to calculate products of whole numbers, using increasingly sophisticated strategies based on these properties to solve multiplication and division problems involving single-digit factors; and • compare a variety of solution strategies to learn the relationship between multiplication and division. 2. Through their learning in the Number Sense and Operations—Fractions domain, students: • develop an understanding of fractions, beginning with unit fractions; • view fractions in general as being built out of unit fractions, and use fractions along with visual fraction models to represent parts of a whole; • understand that the size of a fractional part is relative to the size of the whole. Use fractions to represent numbers equal to, less than, and greater than one; and • solve problems that involve comparing fractions by using visual fraction models and strategies based on noticing equal numerators or denominators. 3. Through their learning in the Measurement and Data domain, students: • recognize area as an attribute of two-dimensional regions; • measure the area of a shape by finding the total number of same-size units of area required to cover the shape without gaps or overlaps, a square with sides of unit length being the standard unit for measuring area; and • understand that rectangular arrays can be decomposed into identical rows or into identical columns. By decomposing rectangles into rectangular arrays of squares, students connect area to multiplication, and justify using multiplication to determine the area of a rectangle. 4. Through their learning in the Geometry domain, students: • classify polygons by examining their sides and vertices; and • relate their fraction work to geometry by expressing the area of part of a shape as a unit fraction of the whole. Mathematical Practices 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. New York State Next Generation Mathematics Learning Standards (2017) Linked Navigation: Intro, MP, PK, K, 1, 2, 3, 4, 5, 6, 7, 8, HS Intro, Algebra I, Geometry, Algebra II, Plus, Citations Page | 46 NY-3.OA Operations and Algebraic Thinking Represent and solve problems involving multiplication and division. 1. Interpret products of whole numbers. Coherence: NY-2.OA.4 → NY-3.OA.1 → NY-4.OA.1 e.g., Interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. Describe a context in which a total number of objects can be expressed as 5 × 7. 2. Interpret whole-number quotients of whole numbers. e.g., Interpret 56 ÷ 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. Describe a context in which a number of shares or a number of groups can be expressed as 56 ÷ 8. 3. Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities. Coherence: NY-3.OA.3 → NY-4.OA.2 e.g., using drawings and equations with a symbol for the unknown number to represent the problem 4. Determine the unknown whole number in a multiplication or division equation relating three whole numbers. e.g., Determine the unknown number that makes the equation true in each of the equations: 8 × ? = 48, 5 = __÷ 3, 6 × 6 = ? Within-Grade Connections: • Students should begin work with multiplication and division (NY-3.OA) at or near the beginning of the year to allow time for understanding and fluency to develop. o The area models for products (NY-3.MD.7) are an important part of this process because they provide a visual model for understanding the concept of multiplication and because they provide a visual model that makes the distributive property explicit. Hence, work on concepts of area (NY-3.MD.5-6) should likely begin near the beginning of the year as well. (14) New York State Next Generation Mathematics Learning Standards (2017) Linked Navigation: Intro, MP, PK, K, 1, 2, 3, 4, 5, 6, 7, 8, HS Intro, Algebra I, Geometry, Algebra II, Plus, Citations Page | 47 NY-3.OA Operations and Algebraic Thinking Understand properties of multiplication and the relationship between multiplication and division. 5. Apply properties of operations as strategies to multiply and divide. Note: Students need not use formal terms for these properties. Coherence: NY-3.OA.5 → NY-4.NBT.5 NY-4.NBT.6 e.g., • If 6 × 4 = 24 is known, New York State Next Generation Mathematics Learning Standards (2017) Linked Navigation: Intro, MP, PK, K, 1, 2, 3, 4, 5, 6, 7, 8, HS Intro, Algebra I, Geometry, Algebra II, Plus, Citations Page | 48 NY-3.OA Operations and Algebraic Thinking Multiply and divide within 100. 7a. Fluently solve single-digit multiplication and related divisions, using strategies such as the relationship between multiplication and division or properties of operations. 7b. Know from memory all products of two one-digit numbers. Coherence: NY-3.OA.7 → NY-4.OA.4 e.g., Knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8. Note on Fluency with Facts: • Fluency involves a mixture of just knowing some answers, knowing some answers from patterns, and knowing some answers from the use of strategies. (10) Reaching fluency will take much of the year for many students. (14) For more on how children develop fluency, see K–5 Progression on Counting and Cardinality and Operations and Algebraic Thinking, pp. 18-19 and Adding it Up, pp. 182-195. Note on Fluency vs. Knowing from Memory: • The standards intentionally distinguish between asking for fluency with multiplication and division (NY-3.OA.7a) and asking students to know from memory multiplication facts (NY-3.OA.7b). Fluency means students are fast, accurate, flexible, and have understanding. They use strategies efficiently. (12) By the end of grade 3, students have sufficient experience with these strategies to know from memory all single-digit products. (10) NY-3.OA Operations and Algebraic Thinking Solve problems involving the four operations, and identify and extend patterns in arithmetic. 8. Solve two-step word problems posed with whole numbers and having whole-number answers using the four operations. a. Represent these problems using equations or expressions with a letter standing for the unknown quantity. b. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. Coherence: NY-2.OA.1 → NY-3.OA.8 → NY-4.OA.3 Note: Two-step problems need not be represented by a single expression or equation. 9. Identify and extend arithmetic patterns (including patterns in the addition table or multiplication table). Coherence: NY-2.OA.3 → NY-3.OA.9 → NY-4.OA.5 Connecting the Standards for Mathematical Practice to Mathematical Content: • Students will analyze a number of situation types for multiplication and division, including arrays and measurement contexts. Extending their understanding of multiplication and division to these situations requires that they make sense of problems and persevere in solving them (MP.1), look for and make use of structure (MP.7) as they model these situations with mathematical forms (MP.4), and attend to precision (MP.6) as they distinguish different kinds of situations over time (MP.8). (14) New York State Next Generation Mathematics Learning Standards (2017) Linked Navigation: Intro, MP, PK, K, 1, 2, 3, 4, 5, 6, 7, 8, HS Intro, Algebra I, Geometry, Algebra II, Plus, Citations Page | 49 NY-3.NBT Number 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. Coherence: NY-3.NBT.1 → NY-4.NBT.3 2. Fluently add and subtract within 1,000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction. Note: A range of algorithms may be used. Coherence: NY-2.NBT.5 NY-2.NBT.7 → NY-3.NBT.2 → NY-4.NBT.4 Note on and/or: Students should be taught to use strategies and algorithms based on place value, properties of operations, and the relationship between addition and subtraction; however, when solving any problem, students can choose any strategy. 3. Multiply one-digit whole numbers by multiples of 10 in the range 10-90 using strategies based on place value and properties of operations. Coherence: NY-3.NBT.3 → NY-4.NBT.5 e.g., 9 × 80, 5 × 60 4a. Understand that the digits of a four-digit number represent amounts of thousands, hundreds, tens, and ones. Coherence: NY-2.NBT.1 → NY-3.NBT.4a → NY-4.NBT.1 e.g., 3,245 equals 3 thousands, 2 hundreds, 4 tens, and 5 ones. 4b. Read and write four digit numbers using base-ten numerals, number names, and expanded form. Coherence: NY-2.NBT.3 → NY-3.NBT.4b → NY-4.NBT.2 e.g., The number 3,245 in expanded form can be written as 3,245 = 3,000 + 200 + 40 + 5. Note on Fluency with Procedures: • Fluency with procedures (procedural fluency) means students are accurate, efficient, flexible, and know when and how to use them appropriately. Developing fluency requires understanding why and how a procedure works. Understanding makes learning procedures easier, less susceptible to common errors, less prone to forgetting, and easier to apply in new situations. Students also need opportunities to practice on a moderate number of carefully selected problems after they have established a strong conceptual foundation of the mathematical basis for the procedure. (12) (13) For more on developing procedural fluency, see Adding it Up, pp. 121-124. New York State Next Generation Mathematics Learning Standards (2017) Linked Navigation: Intro, MP, PK, K, 1, 2, 3, 4, 5, 6, 7, 8, HS Intro, Algebra I, Geometry, Algebra II, Plus, Citations Page | 50 NY-3.NF Number and Operations – Fractions Develop understanding of fractions as numbers. Note: Fractions are limited to those with denominators 2, 3, 4, 6, and 8. 1. Understand a unit fraction, 1 𝑏𝑏 , is the quantity formed by 1 part when a whole is partitioned into b equal parts. Understand a fraction 𝑎𝑎 𝑏𝑏 as the quantity formed by a parts of size 1 𝑏𝑏 . Coherence: NY-2.G.3 → NY-3.NF.1 → NY-4.NF.3 2. Understand a fraction as a number on the number line; represent fractions on a number line. Coherence: NY-2.MD.6 → NY-3.NF.2 a. Represent a fraction 1 𝑏𝑏 on a number line 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 𝑏𝑏 and that the endpoint of the part starting at 0 locates the number 1 𝑏𝑏 on the number line. e.g., b. Represent a fraction 𝑎𝑎 𝑏𝑏 on a number line by marking off a lengths 1 𝑏𝑏 from 0. Recognize that the resulting interval has size 𝑎𝑎 𝑏𝑏 and that its endpoint locates the number 𝑎𝑎 𝑏𝑏 on the number line. e.g., 3. Explain equivalence of fractions and compare fractions by reasoning about their size. Coherence: NY-3.NF.3 → NY-4.NF.1 NY-4.NF.5 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 equivalent fractions. e.g., 1 2 = 2 4 ; 4 6 = 2 3 Explain why the fractions are equivalent. e.g., using a visual fraction model c. Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers. e.g., Express 3 in the form 3 = 3 1 , recognize that 6 3 = 2, and locate 4 4 and 1 at the same point on a number line. d. Compare two fractions with the same numerator or the same denominator by reasoning about their size. Recognize that comparisons rely on the two fractions referring to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions. Coherence: NY-3.NF.3d → NY-4.NF.2 e.g., using a visual fraction model Note: Without specifying the whole, the shaded area could represent the fraction 3 2 (if one square is the whole) or 3 4 (if the entire rectangle is the whole). (15) New York State Next Generation Mathematics Learning Standards (2017) Linked Navigation: Intro, MP, PK, K, 1, 2, 3, 4, 5, 6, 7, 8, HS Intro, Algebra I, Geometry, Algebra II, Plus, Citations Page | 51 NY-3.MD Measurement and Data Solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects. 1. Tell and write time to the nearest minute and measure time intervals in minutes. Solve one-step word problems involving addition and subtraction of time intervals in minutes. Coherence: NY-2.MD.7 → NY-3.MD.1 → NY-4.MD.2 e.g., representing the problem on a number line or other visual model Note: This includes one-step problems that cross into a new hour. 2a. Measure and estimate liquid volumes and masses of objects using grams (g), kilograms (kg), and liters (l). Note: Does not include compound units such as cm3 and finding the geometric volume of a container. 2b. Add, subtract, multiply, or divide to solve one-step word problems involving masses or liquid volumes that are given in the same units. Note: Does not include multiplicative comparison problems involving notions of “times as much.” Coherence: NY-2.MD.5 → NY-3.MD.2 e.g., using drawings (such as a beaker with a measurement scale) to represent the problem Within-Grade Connections: • Work with metric measurements (NY-3.MD.2) supports understanding of the base-ten number system (NY-3.NBT.4) and work in science. NY-3.MD Measurement and Data Represent and interpret data. 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 a scaled picture graph or a scaled bar graph. Coherence: NY-2.MD.10 → NY-3.MD.3 e.g., Draw a bar graph in which each square in the bar graph might represent 5 pets. 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—whole numbers, halves, or quarters. Coherence: NY-2.MD.9 → NY-3.MD.4 → NY-4.MD.4 Within-Grade Connections: • Scaled graphs (NY-3.MD.3) can be a visually appealing context for solving one- and two-step multiplication and division problems (NY-3.OA.8). (14) New York State Next Generation Mathematics Learning Standards (2017) Linked Navigation: Intro, MP, PK, K, 1, 2, 3, 4, 5, 6, 7, 8, HS Intro, Algebra I, Geometry, Algebra II, Plus, Citations Page | 52 NY-3.MD Measurement and Data Geometric measurement: understand concepts of area and relate area to multiplication and to addition. 5. Recognize area as an attribute of plane figures and understand concepts of area measurement. a. Recognize 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. b. Recognize 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. Coherence: NY-3.MD.5 → NY-5.MD.3 6. Measure areas by counting unit squares. Coherence: NY-2.G.2 → NY-3.MD.6 → NY-5.MD.4 Note: Unit squares include square cm, square m, square in., square ft., and improvised units. 7. Relate area to the operations of multiplication and addition. Coherence: NY-3.MD.7 → NY-4.MD.3 NY-5.MD.5 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 length a and side length b + c is the sum of a × b and a × c. Use area models to represent the distributive property in mathematical reasoning. e.g., d. Recognize area as additive. Find areas of figures composed of non-overlapping rectangles, and apply this technique to solve real world problems. e.g., Note: Problems include no more than one unknown side length. Within-Grade Connections: • Area models for products (NY-3.MD.7) make the distributive property (NY-3.OA.5) explicitly visible to students, and therefore, are an important part of the process of developing understanding and fluency with multiplication and division (NY-3.OA). In order to make this connection, students must first understand the conecpt of area (NY-3.MD.5-6). Therefore, this entire cluster should likely begin near the beginning of the year. (14) New York State Next Generation Mathematics Learning Standards (2017) Linked Navigation: Intro, MP, PK, K, 1, 2, 3, 4, 5, 6, 7, 8, HS Intro, Algebra I, Geometry, Algebra II, Plus, Citations Page | 53 NY-3.MD Measurement and Data Geometric measurement: recognize perimeter as an attribute of plane figures and distinguish between linear and area measures. 8a. Solve real world and mathematical problems involving perimeters of polygons, including finding the perimeter given the side lengths or finding one unknown side length given the perimeter and other side lengths. Coherence: NY-3.MD.8 → NY-4.MD.3 8b. Identify rectangles with the same perimeter and different areas or with the same area and different perimeters. New York State Next Generation Mathematics Learning Standards (2017) Linked Navigation: Intro, MP, PK, K, 1, 2, 3, 4, 5, 6, 7, 8, HS Intro, Algebra I, Geometry, Algebra II, Plus, Citations Page | 54 NY-3.G Geometry Reason with shapes and their attributes. 1. Recognize and classify polygons based on the number of sides and vertices (triangles, quadrilaterals, pentagons, and hexagons). Identify shapes that do not belong to one of the given subcategories. Coherence: NY-2.G.1 → NY-3.G.1 → NY-4.G.2 Note: Include both regular and irregular polygons, however, students need not use formal terms “regular” and “irregular,” e.g., students should be able to classify an irregular pentagon as “a pentagon,” but do not need to classify it as an “irregular pentagon.” 2. Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole. Coherence: NY-2.G.3 → NY-3.G.2 e.g., Partition a shape into 4 parts with equal area, and describe the area of each part as 1 4 of the area of the shape. Within-Grade Connections: • Student’s work with partitioning shapes (NY-3.G.2) relates to visual fraction models (NY-3.NF). (14)
- In Science, http://www.p12.nysed.gov/ciai/mst/sci/nyssls.html is where you will find the 80 page document outlining the Next Generation Science Standards. Third grade curriculum centers on the study of Forces in Physics, Global Climate, Adaptations and Survival and Life Cycles
- In Social Studies, http://www.p12.nysed.gov/ciai/socst/documents/ss-framework-k-8a2.pdf is where you will find the 110 page document outlining the Learning Standards for third grade social studies. Grade 3: Social Studies Practices A. Gathering, Interpreting, and Using Evidence 1. Develop questions about a world community. 2. Recognize and use different forms of evidence used to make meaning in social studies (including primary and secondary sources, such as art and photographs, artifacts, oral histories, maps, and graphs). 3. Identify and explain creation and/or authorship, purpose, and format of evidence; where appropriate, identify point of view. 4. Identify arguments of others. 5. Identify inferences. 6. Create an understanding of the past by using primary and secondary sources. B. Chronological Reasoning and Causation 1. Explain how three or more events are related to one another. 2. Employ mathematical skills to measure time in years and centuries. 3. Identify causes and effects, using examples from his/her life or from a current event or history. 4. Distinguish between long-term and immediate causes and effects of an event from his/her life or current events or history. 5. Recognize continuity and change over periods of time. 6. Recognize periods of time, such as decades and centuries. 7. Recognize and identify patterns of continuity and change in world communities. C. Comparison and Contextualization 1. Identify a world region by describing a characteristic that places within it have in common. 2. Identify multiple perspectives by comparing and contrasting points of view in differing world communities. 3. Describe a historical event in a world community. 4. Recognize the relationship between geography, economics, and history in world communities. 5. Describe a historical development in a world community, using specific details, including time and place. D. Geographic Reasoning 1. Ask geographic questions about where places are located and why they are located there, using geographic representations, such as maps and models. Describe where places are in relation to each other and describe connections between places. 2. Distinguish human activities and human-made features from “environments” (natural events or physical features—land, air, and water—that are not directly made by humans). 3. Describe how human activities affect the environment of a world community; describe how the environment of a specific world community affects the human activities in that community. 4. Recognize a process that applies to population, and a resulting pattern. 5. Describe how human activities alter places and regions. E. Economics and Economic Systems 1. Examine how scarcity affects the decisions about the use of resources by people and governments; examine the costs and benefits of economic decisions. 2. Identify the variety of resources available in a particular world community that are used to produce goods and/or provide services. 3. Identify the products found in world communities and the various ways people in those communities pay for products. 4. Examine the goods and services provided by world communities; describe what goods and services a world community trades with other world communities. 5. Explore the types of governments in world communities and services they provide to citizens. Grades K-8 Page 40 F. Civic Participation 1. Demonstrate respect for the rights of others in discussions and classroom debates, regardless of whether one agrees with the other viewpoints. 2. Participate in activities that focus on a classroom, school, or world community issue or problem. 3. Identify different types of political systems found in world communities. 4. Identify opportunities for and the role of the individual in social and political participation in the school, local community, or world community. 5. Show respect in issues involving differences and conflict; participate in negotiating and compromising in the resolution of differences and conflict. 6. Identify situations in which social actions are required and suggest actions. 7. Identify leaders of world communities and the president of the United States; identify similarities and differences in their roles. 8. Identify rights and responsibilities of citizens in the local community and compare them to those in world communities.
Here is a great link for Common Core resources: Click here for engageny.