Waltham Public Schools

DESE Family Guides to Grade-Level Learning Standards

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WPS Grade 3 Curriculum Guides

Grade 3 ELA focuses on four modules, which allow students to build important content knowledge based on a compelling topic related to science, social studies, or literature. Each module is broken into three units, where students have the opportunity to read grade-level texts, build background knowledge, and share what they have learned through discussions and writing. In addition, students have ongoing discussions about the habits of character necessary to become effective learners, ethical people, and to contribute to a better world.

Module	Timeframe	Big Ideas (Statements or Essential Questions)	Major Learning Experiences from Unit
Module 1: Overcoming Learning Challenges Near and Far	September – November	Why are education, books, and reading important? How can I overcome learning challenges?	Understand the power of literacy and how people around the world overcome learning challenges. Consider how geography and where one lives in the world affect how one accesses books. Study excerpts from My Librarian Is a Camel by Margriet Ruurs, which describes how librarians overcome geographic challenges to get children books. Write an informative paragraph about how people access books around the world, focusing on the role of specific librarians or organizations they studied. Assess their own learning challenges and identify strategies to overcome those challenges. Write a three-paragraph informative essay, in which they describe two of their learning challenges and some strategies to overcome those challenges and make an eye-catching bookmark to help them remember those strategies as they develop independence over the year.
Module 2: Adaptations and the Wide World of Frogs	November – January	How does an author engage a reader in a narrative? How do experts build knowledge and share expertise about a topic? How do frogs survive?	Use literacy skills to become experts--people who use reading, writing, listening, and speaking to build and share deep knowledge about a topic. Read poetry and Pourquoi tales about different kinds of frogs to generate "why" questions. Write their own fictional Pourquoi narratives to attempt to answer some of their "why" questions. Research to find out the real answers to their frog questions and write paragraphs to communicate their research. Become experts on various "freaky frogs” (frogs that have unusual adaptations) and how they are able to survive in extreme environments throughout the world. Build their reading, research, writing, and collaborative discussion skills through studying their expert frog. Demonstrate their expertise through a Freaky Frog book and trading card to educate students in grades 2 and 3.
Module 3: Exploring Literary Classics	February – April	How do writers capture a reader's imagination? What can we learn from reading literary classics?	Read Peter Pan. Read an informational text about the author and historical context. Make connections between what they have read in Peter Pan and the issues presented in the informational text. Consider how each new chapter of Peter Pan builds on the events in previous chapters. Analyze character traits and actions and compare their point of view to the point of view of the characters. Write a book review explaining whether they would recommend the story to a friend and participate in a discussion about their opinions of the book. Create a narrative scene connected to Peter Pan and create a presentation explaining why and how they created this scene. Read aloud their scenes to an audience before explaining how and why they wrote and revised the scene.
Module 4: Water Around the World	April – June	Why are the world’s freshwater sources threatened? Due to rainfall, freshwater is not distributed equally around the world. How do people persuade others to take action to contribute to a better world?	Read the text One Well: The Story of Water on Earth to build background knowledge about freshwater around the world and three issues: access to water, demands on water, and water pollution. Read different texts about each issue and compare the point of view of the authors to their own point of view. Write an opinion essay about the importance of water conservation. Plan and create a video public service announcement to educate people about their chosen water issue and to encourage them to take action with specific recommendations to solve the problem. Write invitational letters to guests for the live launch of their video Public Service Announcement (PSA). Present a live "launch" of the PSA they created about a water issue, including a personal reflection on why this issue is important.

In grade 3, students focus on the foundations of multiplication and division and properties related to these operations. Later in the year, students will apply their understanding of multiplication to area of rectilinear shapes. Students also revisit multi-digit addition and subtraction and work toward efficient strategies for these two operations. The final focus area for grade 3 is fractions, with special focus on unit fractions and fractions on a number line.

Unit	Big Ideas (Statements or Essential Questions)	Major Learning Experiences from Unit
1: Properties of Multiplication and Division and Solving Problems with Units of 2-5 and 10	Properties of Multiplication and Division and Solving Problems with Units of 2-5 and 10 In Module 1 students build on their knowledge of addition and arrays to connect repeated addition to multiplication. They begin to name the factors in multiplication as either the size of a group or the number of groups. WIth a foundation of multiplication, they relate this work to division. Students begin to apply the commutative and distributive properties of multiplication. Students use skip counting by factors of 2,3,4,5, and 10. Students discover the inverse relationship between multiplication and	I can draw and interpret models of multiplication and division using equal-sized groups and arrays I can interpret the factors and products in multiplication using repeated addition of equal sized groups. I can distinguish between the number of groups and the size of groups in multiplication and division. I can give real-life examples of how to use multiplication and division to find the total number of objects in equal-sized groups/arrays. I can draw and interpret models of multiplication and division using arrays. I can interpret the factors and products in multiplication involving arrays. I can draw and interpret models of division using equal shares. I can understand the dividend (number of objects being divided) is the product of the number of groups and of how many in a group. I can use an equation to represent a division problem as a multiplication problem with an unknown factor. I can interpret the dividend and divisor of a division problem using equal shares or arrays. I can determine the unknown number in a multiplication or division equation relating three whole numbers. I can apply the commutative property of multiplication as strategies to multiply. I can apply the distributive property of multiplication as strategies to multiply and divide. I can use multiplication and division within 100 to solve word problems involving repeated addition of equal groups, arrays and measurement quantities, using symbols for unknown quantities. I can express multiplication and division problems using expressions and equations. I can use strategies to multiply and divide within 100 I can explain that multiplication and division are inverse operations.
2: Place Value and Problem Solving with Units of Measure	Place Value and Problem Solving with Units of Measure In this module students explore units of measure and further develop their estimation strategies. They use their understanding of place value and estimation to round to the nearest ten and hundred. They solve problems involving measurement units and use strategies based on place value to solve multi-digit addition and subtraction.	I can tell and write time to the nearest minute using both an analog and a digital clock. I can find and write fractions of an hour. I can measure time intervals in minutes. I can add and subtract time intervals in minutes I can fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations and/or the inverse relationship between addition and subtraction. I can measure and estimate liquid volumes of objects in liters. I can solve one-step word problems involving volume by drawing models and pictures. I can round to the nearest ten or hundred and use this as a tool for estimation
3: Multiplication and Division with Units of 0, 1, 6-9, and Multiples of 10	Multiplication and Division with Units of 0, 1, 6-9, and Multiples of 10 Module 3 continues students on their journey toward fluency with multiplication and division within 100. Students revisit the commutative and distributive properties. There is emphasis on word problems involving unknowns in any position. In this module, students are introduced to the associative property and use it to make use of structure in word problems. Special consideration is given to working with factors 0 and 1 and how they relate to division.	I can write and solve multiplication and division equations with an unknown to solve problems. I can use my knowledge of the relationship between multiplication and division to find unknowns in fact-family equations. I can demonstrate the Distributive Property of Multiplication using a rectangle by tiling, drawing a picture and writing the associated equations. I can demonstrate the Commutative Property of Multiplication using models and equations. I can explain the Associative Property of Multiplication using both pictures and equations. I can use mathematical properties as strategies to help me multiply and divide. I can use multiplication within 100 to solve word problems involving repeated addition of equal groups, arrays and measurement quantities, using symbols for unknown quantities. I can use division within 100 to solve word problems involving equal groups, equal shares, arrays and measurement quantities, using symbols for unknown quantities. I can solve 2 step problems using addition, subtraction, multiplication, and division. I can solve 2 step problems using a letter to represent unknown quantities. I can check the reasonableness of my answers to 2 step problems by using mental math strategies, including estimation and rounding.
4: Multiplication and Area	Multiplication and Area In this module students explore area as an attribute of 2-dimensional figures and relate it to their understanding of multiplication.	I understand and can explain meaning of the "area of a shape" I can draw and explain what a unit square is. I can explain the relationship between square units and area. I can tile a rectangle to find its area. I can find the area of a rectangle by multiplying the side lengths. I can explain how various methods for finding area (tiling, counting squares, multiplying side lengths) are related. I can draw rectangles with a given area on grid paper and label their side lengths. I can solve real-world problems involving the area of a rectangle. I can draw and interpret models of multiplication by partitioning the area of a rectangle. I can interpret the factors and products in multiplication by partitioning the area of a rectangle.
5	Fractions as Numbers on the Number Line In this module students build on previous part/whole work as they explore area models and fractions on a number line. Students work with specified units of halves, thirds, fourths, sixths and eighths but are exposed to units of fifths, ninths and tenths.	I can interpret the parts of a fractional number using correct names and notations. I can combine unit fractions to create other fractional quantities. I can deconstruct fractional quantities into their unit fraction parts. I can represent a unit fraction using shapes by partitioning a whole into equal parts and recognizing each part as a unit fraction. I can express whole numbers as fractions and represent them using shapes. I can recognize, using models, that two fractions are equivalent when they are the same size. I can represent my fraction comparisons using >, = or < symbols and can justify my comparison using visual models. I can compare fractions based on common numerators or denominators by using strategies (such as visual models) to reason about their size. I can recognize, using models, that two fractions are equivalent when they are the same size. I can recognize, using a number line, that two fractions are equivalent when they are located at the same point on the number line. I can generate simple equivalent fractions and explain why they are equivalent using visual models. I can recognize fractions that are equivalent to whole numbers and locate them on the number line. I can express whole numbers as fractions and represent them using shapes. I can express whole numbers as fractions and locate them on the number line. I can explain why it is necessary to have fractions refer to the same sized whole when comparing them by using visual models.
6: Collecting and Displaying Data	Collecting and Displaying Data This 10-day module builds on Grade 2 concepts about data, graphing, and line plots. The two topics in this module focus on generating and analyzing categorical and measurement data. By the end of the module, students are working with a mixture of scaled picture graphs, bar graphs, and line plots to problem solve using both categorical and measurement data.	I can draw scaled picture graphs to represent data in several categories. I can determine an appropriate value for the scale of my picture graph and accurately display the values in the graph key. I can use picture graphs to solve one- and two- step problems about data. I can draw bar graphs to represent data in several categories. I can determine an appropriate value for the scale of my bar graph, and accurately display the values in the graph key. I can solve one- and two-step "how many more" and "how many less" problems using the information presented in a scaled bar graph. I can write one- and two-step "how many more" and "how many less" problems using the information presented in a scaled bar graph. I can generate measurement data by measuring lengths using rulers marked with whole inches. I can generate measurement data by measuring lengths using rulers marked with halves of an inch. I can generate measurement data by measuring lengths using rulers marked with fourths of an inch.
7: Geometry and Measurement Word Problems	Geometry and Measurement Word Problems This 40-day final module of the year offers students intensive practice with word problems, as well as hands-on investigation experiences with geometry and perimeter. The module begins with solving one- and two-step word problems based on a variety of topics studied throughout the year, using all four operations. Next, students explore geometry. Students tessellate to bridge geometry experience with the study of perimeter. Line plots, familiar from Module 6, help students draw conclusions about perimeter and area measurements. Students solve word problems involving area and perimeter using all four operations. The module concludes with a set of engaging lessons that briefly review the fundamental Grade 3 concepts of fractions, multiplication, and division.	I can solve 2 step problems using addition, subtraction, multiplication, and division. I can solve 2 step problems using a letter to represent unknown quantities. I can check the reasonableness of my answers to 2 step problems by using mental math strategies, including estimation and rounding. I can sort and describe categories of shapes by their attributes. I can describe, draw and identify categories of quadrilaterals by their sides and angles, including rhombuses, rectangles and squares and also draw quadrilaterals that are not rhombuses, rectangles or squares. I can describe and draw triangles. I can find the perimeter of a polygon given its side-lengths. I can use my knowledge of polygons and perimeter to find unknown side-lengths. I can solve real-world and mathematical problems involving perimeter of polygons. I can generate measurement data by measuring lengths using rulers marked with whole inches. I can generate measurement data by measuring lengths using rulers marked with halves of an inch. I can generate measurement data by measuring lengths using rulers marked with fourths of an inch. I can solve 2 step problems using addition, subtraction, multiplication, and division. I can solve 2 step problems using a letter to represent unknown quantities. I can check the reasonableness of my answers to 2 step problems by using mental math strategies, including estimation and rounding.

Unit	Timeframe	Big Ideas (Statements or Essential Questions)	Major Learning Experiences from Unit
Climate	Sept- Oct	Why are some places always hot? Why are some places always cold? Why are there seasons?	In this unit, students are introduced to the concept of “climate” and explore the world’s five major climates. In the activity, Climate Decoder, students color one part of a world map to figure out the different climates of that region. Students then combine maps and search for global climate patterns
Animals	Nov-Mar	What is an inherited trait? How do we know what the dinosaurs looked like? What is a life cycle?	In this unit, students compare the structures and functions of traits that enable organisms to survive in a specific environment. Analyzing the traits of animals provides evidence for how those traits vary, how they are inherited, and how they have changed over time through selection. Students also examine how the environment can affect inherited traits and determine which animals will survive in a particular environment. Also, students develop an understanding of how animals and their environments have changed through time. Also, students create models to build an understanding that all organisms share certain stages in their life cycles.
Weather & Water	April	Where do clouds come from? How can we predict when it's going to storm? How can you keep a house from blowing away in a windstorm?	In this unit, students investigate and make predictions about the weather through careful observation of the clouds and wind.
Forces and Magnets	May-June	What is a force? Why do objects move? What attracts a magnet? Why do magnets attract and repel?	In this unit, students explore the forces all around them. They investigate the effects of balanced and unbalanced forces, the pushes and pulls of bridge structures, and the effects of gravity and friction on the motion of objects. Students also explore the power of magnetic forces and design solutions to everyday problems using their knowledge of these forces.

FAPA

ESL provides students with direct instruction in vocabulary, grammar, and syntax of academic language. This language instruction is aligned with the WIDA Key Language Uses and planned collaboratively to address core content areas, including ELA Modules. Students engage with grade-level texts, build content knowledge, and share what they have learned through academic conversations and writing. ESL instruction responds to the cultural and linguistic knowledge and skills that students hold and those that they need for success in school.

Unit	Timeframe	Big Ideas (Statements or Essential Questions)	Major Learning Experiences from Unit
Newcomer curriculum (optional - based on teacher recommendation)	6-8 weeks	How can I be a member of the school community? How is my language different/same as English?	Students will: INFORM by identifying/naming/labeling to participate in grade-appropriate exchanges of information EXPLAIN by summarizing main ideas and key details to describe or report information ARGUE by supporting one’s own opinions with reasons
Module 1 - Overcoming Learning Challenges Near and Far	10 Weeks	Why are education, books, and reading important? How can I overcome learning challenges?	Students will NARRATE, INFORM, EXPLAIN, and ARGUE: By reading stories from around the world By writing informative texts By discussing text structure By planning, revising, and editing
Module 2 - Researching to Build Knowledge and Teach Others: Adaptations and the Wide World of Frogs	10 Weeks	How does the author engage the reader in a narrative? How do experts build knowledge and share expertise about a topic? How do frogs survive?	Students will NARRATE, INFORM, EXPLAIN, and ARGUE: By writing narrative and informative texts By reading narrative and informative texts By analyzing text structure By using drawings and diagrams By using technology By taking notes while researching a topic
Module 3 - Exploring Literary Classics	10 Weeks	How do writers capture a reader’s imagination? What can we learn from reading literary classics?	Students will NARRATE, INFORM, EXPLAIN, and ARGUE: By reading and writing narrative texts By reading poetry By orally stating facts and details By speaking in complete sentences
Module 4 - Water Around the World	10 Weeks	Why are the world’s freshwater sources threatened? How do people persuade others to take action to contribute to a better world?	Students will NARRATE, INFORM, EXPLAIN, and ARGUE: By reading narrative and informative texts By asking and answering questions about a text By orally stating facts and details By speaking in complete sentences By discussing differences between spoken and written language

Module	Timeframe	Big Ideas (Statements or Essential Questions)	Major Learning Experiences from Unit
Module 1: Overcoming Learning Challenges Near and Far	September – November	Why are education, books, and reading important? How can I overcome learning challenges?	Understand the power of literacy and how people around the world overcome learning challenges. Consider how geography and where one lives in the world affect how one accesses books. Study excerpts from My Librarian Is a Camel by Margriet Ruurs, which describes how librarians overcome geographic challenges to get children books. Write an informative paragraph about how people access books around the world, focusing on the role of specific librarians or organizations they studied. Assess their own learning challenges and identify strategies to overcome those challenges. Write a three-paragraph informative essay, in which they describe two of their learning challenges and some strategies to overcome those challenges and make an eye-catching bookmark to help them remember those strategies as they develop independence over the year.
Module 2: Adaptations and the Wide World of Frogs	November – January	How does an author engage a reader in a narrative? How do experts build knowledge and share expertise about a topic? How do frogs survive?	Use literacy skills to become experts--people who use reading, writing, listening, and speaking to build and share deep knowledge about a topic. Read poetry and Pourquoi tales about different kinds of frogs to generate "why" questions. Write their own fictional Pourquoi narratives to attempt to answer some of their "why" questions. Research to find out the real answers to their frog questions and write paragraphs to communicate their research. Become experts on various "freaky frogs” (frogs that have unusual adaptations) and how they are able to survive in extreme environments throughout the world. Build their reading, research, writing, and collaborative discussion skills through studying their expert frog. Demonstrate their expertise through a Freaky Frog book and trading card to educate students in grades 2 and 3.
Module 3: Exploring Literary Classics	February – April	How do writers capture a reader's imagination? What can we learn from reading literary classics?	Read Peter Pan. Read an informational text about the author and historical context. Make connections between what they have read in Peter Pan and the issues presented in the informational text. Consider how each new chapter of Peter Pan builds on the events in previous chapters. Analyze character traits and actions and compare their point of view to the point of view of the characters. Write a book review explaining whether they would recommend the story to a friend and participate in a discussion about their opinions of the book. Create a narrative scene connected to Peter Pan and create a presentation explaining why and how they created this scene. Read aloud their scenes to an audience before explaining how and why they wrote and revised the scene.
Module 4: Water Around the World	April – June	Why are the world’s freshwater sources threatened? Due to rainfall, freshwater is not distributed equally around the world. How do people persuade others to take action to contribute to a better world?	Read the text One Well: The Story of Water on Earth to build background knowledge about freshwater around the world and three issues: access to water, demands on water, and water pollution. Read different texts about each issue and compare the point of view of the authors to their own point of view. Write an opinion essay about the importance of water conservation. Plan and create a video public service announcement to educate people about their chosen water issue and to encourage them to take action with specific recommendations to solve the problem. Write invitational letters to guests for the live launch of their video Public Service Announcement (PSA). Present a live "launch" of the PSA they created about a water issue, including a personal reflection on why this issue is important.

Unit	Big Ideas (Statements or Essential Questions)	Major Learning Experiences from Unit
1: Properties of Multiplication and Division and Solving Problems with Units of 2-5 and 10	Properties of Multiplication and Division and Solving Problems with Units of 2-5 and 10 In Module 1 students build on their knowledge of addition and arrays to connect repeated addition to multiplication. They begin to name the factors in multiplication as either the size of a group or the number of groups. WIth a foundation of multiplication, they relate this work to division. Students begin to apply the commutative and distributive properties of multiplication. Students use skip counting by factors of 2,3,4,5, and 10. Students discover the inverse relationship between multiplication and	I can draw and interpret models of multiplication and division using equal-sized groups and arrays I can interpret the factors and products in multiplication using repeated addition of equal sized groups. I can distinguish between the number of groups and the size of groups in multiplication and division. I can give real-life examples of how to use multiplication and division to find the total number of objects in equal-sized groups/arrays. I can draw and interpret models of multiplication and division using arrays. I can interpret the factors and products in multiplication involving arrays. I can draw and interpret models of division using equal shares. I can understand the dividend (number of objects being divided) is the product of the number of groups and of how many in a group. I can use an equation to represent a division problem as a multiplication problem with an unknown factor. I can interpret the dividend and divisor of a division problem using equal shares or arrays. I can determine the unknown number in a multiplication or division equation relating three whole numbers. I can apply the commutative property of multiplication as strategies to multiply. I can apply the distributive property of multiplication as strategies to multiply and divide. I can use multiplication and division within 100 to solve word problems involving repeated addition of equal groups, arrays and measurement quantities, using symbols for unknown quantities. I can express multiplication and division problems using expressions and equations. I can use strategies to multiply and divide within 100 I can explain that multiplication and division are inverse operations.
2: Place Value and Problem Solving with Units of Measure	Place Value and Problem Solving with Units of Measure In this module students explore units of measure and further develop their estimation strategies. They use their understanding of place value and estimation to round to the nearest ten and hundred. They solve problems involving measurement units and use strategies based on place value to solve multi-digit addition and subtraction.	I can tell and write time to the nearest minute using both an analog and a digital clock. I can find and write fractions of an hour. I can measure time intervals in minutes. I can add and subtract time intervals in minutes I can fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations and/or the inverse relationship between addition and subtraction. I can measure and estimate liquid volumes of objects in liters. I can solve one-step word problems involving volume by drawing models and pictures. I can round to the nearest ten or hundred and use this as a tool for estimation
3: Multiplication and Division with Units of 0, 1, 6-9, and Multiples of 10	Multiplication and Division with Units of 0, 1, 6-9, and Multiples of 10 Module 3 continues students on their journey toward fluency with multiplication and division within 100. Students revisit the commutative and distributive properties. There is emphasis on word problems involving unknowns in any position. In this module, students are introduced to the associative property and use it to make use of structure in word problems. Special consideration is given to working with factors 0 and 1 and how they relate to division.	I can write and solve multiplication and division equations with an unknown to solve problems. I can use my knowledge of the relationship between multiplication and division to find unknowns in fact-family equations. I can demonstrate the Distributive Property of Multiplication using a rectangle by tiling, drawing a picture and writing the associated equations. I can demonstrate the Commutative Property of Multiplication using models and equations. I can explain the Associative Property of Multiplication using both pictures and equations. I can use mathematical properties as strategies to help me multiply and divide. I can use multiplication within 100 to solve word problems involving repeated addition of equal groups, arrays and measurement quantities, using symbols for unknown quantities. I can use division within 100 to solve word problems involving equal groups, equal shares, arrays and measurement quantities, using symbols for unknown quantities. I can solve 2 step problems using addition, subtraction, multiplication, and division. I can solve 2 step problems using a letter to represent unknown quantities. I can check the reasonableness of my answers to 2 step problems by using mental math strategies, including estimation and rounding.
4: Multiplication and Area	Multiplication and Area In this module students explore area as an attribute of 2-dimensional figures and relate it to their understanding of multiplication.	I understand and can explain meaning of the "area of a shape" I can draw and explain what a unit square is. I can explain the relationship between square units and area. I can tile a rectangle to find its area. I can find the area of a rectangle by multiplying the side lengths. I can explain how various methods for finding area (tiling, counting squares, multiplying side lengths) are related. I can draw rectangles with a given area on grid paper and label their side lengths. I can solve real-world problems involving the area of a rectangle. I can draw and interpret models of multiplication by partitioning the area of a rectangle. I can interpret the factors and products in multiplication by partitioning the area of a rectangle.
5	Fractions as Numbers on the Number Line In this module students build on previous part/whole work as they explore area models and fractions on a number line. Students work with specified units of halves, thirds, fourths, sixths and eighths but are exposed to units of fifths, ninths and tenths.	I can interpret the parts of a fractional number using correct names and notations. I can combine unit fractions to create other fractional quantities. I can deconstruct fractional quantities into their unit fraction parts. I can represent a unit fraction using shapes by partitioning a whole into equal parts and recognizing each part as a unit fraction. I can express whole numbers as fractions and represent them using shapes. I can recognize, using models, that two fractions are equivalent when they are the same size. I can represent my fraction comparisons using >, = or < symbols and can justify my comparison using visual models. I can compare fractions based on common numerators or denominators by using strategies (such as visual models) to reason about their size. I can recognize, using models, that two fractions are equivalent when they are the same size. I can recognize, using a number line, that two fractions are equivalent when they are located at the same point on the number line. I can generate simple equivalent fractions and explain why they are equivalent using visual models. I can recognize fractions that are equivalent to whole numbers and locate them on the number line. I can express whole numbers as fractions and represent them using shapes. I can express whole numbers as fractions and locate them on the number line. I can explain why it is necessary to have fractions refer to the same sized whole when comparing them by using visual models.
6: Collecting and Displaying Data	Collecting and Displaying Data This 10-day module builds on Grade 2 concepts about data, graphing, and line plots. The two topics in this module focus on generating and analyzing categorical and measurement data. By the end of the module, students are working with a mixture of scaled picture graphs, bar graphs, and line plots to problem solve using both categorical and measurement data.	I can draw scaled picture graphs to represent data in several categories. I can determine an appropriate value for the scale of my picture graph and accurately display the values in the graph key. I can use picture graphs to solve one- and two- step problems about data. I can draw bar graphs to represent data in several categories. I can determine an appropriate value for the scale of my bar graph, and accurately display the values in the graph key. I can solve one- and two-step "how many more" and "how many less" problems using the information presented in a scaled bar graph. I can write one- and two-step "how many more" and "how many less" problems using the information presented in a scaled bar graph. I can generate measurement data by measuring lengths using rulers marked with whole inches. I can generate measurement data by measuring lengths using rulers marked with halves of an inch. I can generate measurement data by measuring lengths using rulers marked with fourths of an inch.
7: Geometry and Measurement Word Problems	Geometry and Measurement Word Problems This 40-day final module of the year offers students intensive practice with word problems, as well as hands-on investigation experiences with geometry and perimeter. The module begins with solving one- and two-step word problems based on a variety of topics studied throughout the year, using all four operations. Next, students explore geometry. Students tessellate to bridge geometry experience with the study of perimeter. Line plots, familiar from Module 6, help students draw conclusions about perimeter and area measurements. Students solve word problems involving area and perimeter using all four operations. The module concludes with a set of engaging lessons that briefly review the fundamental Grade 3 concepts of fractions, multiplication, and division.	I can solve 2 step problems using addition, subtraction, multiplication, and division. I can solve 2 step problems using a letter to represent unknown quantities. I can check the reasonableness of my answers to 2 step problems by using mental math strategies, including estimation and rounding. I can sort and describe categories of shapes by their attributes. I can describe, draw and identify categories of quadrilaterals by their sides and angles, including rhombuses, rectangles and squares and also draw quadrilaterals that are not rhombuses, rectangles or squares. I can describe and draw triangles. I can find the perimeter of a polygon given its side-lengths. I can use my knowledge of polygons and perimeter to find unknown side-lengths. I can solve real-world and mathematical problems involving perimeter of polygons. I can generate measurement data by measuring lengths using rulers marked with whole inches. I can generate measurement data by measuring lengths using rulers marked with halves of an inch. I can generate measurement data by measuring lengths using rulers marked with fourths of an inch. I can solve 2 step problems using addition, subtraction, multiplication, and division. I can solve 2 step problems using a letter to represent unknown quantities. I can check the reasonableness of my answers to 2 step problems by using mental math strategies, including estimation and rounding.

Unit	Timeframe	Big Ideas (Statements or Essential Questions)	Major Learning Experiences from Unit
Climate	Sept- Oct	Why are some places always hot? Why are some places always cold? Why are there seasons?	In this unit, students are introduced to the concept of “climate” and explore the world’s five major climates. In the activity, Climate Decoder, students color one part of a world map to figure out the different climates of that region. Students then combine maps and search for global climate patterns
Animals	Nov-Mar	What is an inherited trait? How do we know what the dinosaurs looked like? What is a life cycle?	In this unit, students compare the structures and functions of traits that enable organisms to survive in a specific environment. Analyzing the traits of animals provides evidence for how those traits vary, how they are inherited, and how they have changed over time through selection. Students also examine how the environment can affect inherited traits and determine which animals will survive in a particular environment. Also, students develop an understanding of how animals and their environments have changed through time. Also, students create models to build an understanding that all organisms share certain stages in their life cycles.
Weather & Water	April	Where do clouds come from? How can we predict when it's going to storm? How can you keep a house from blowing away in a windstorm?	In this unit, students investigate and make predictions about the weather through careful observation of the clouds and wind.
Forces and Magnets	May-June	What is a force? Why do objects move? What attracts a magnet? Why do magnets attract and repel?	In this unit, students explore the forces all around them. They investigate the effects of balanced and unbalanced forces, the pushes and pulls of bridge structures, and the effects of gravity and friction on the motion of objects. Students also explore the power of magnetic forces and design solutions to everyday problems using their knowledge of these forces.

FAPA

Unit	Timeframe	Big Ideas (Statements or Essential Questions)	Major Learning Experiences from Unit
Newcomer curriculum (optional - based on teacher recommendation)	6-8 weeks	How can I be a member of the school community? How is my language different/same as English?	Students will: INFORM by identifying/naming/labeling to participate in grade-appropriate exchanges of information EXPLAIN by summarizing main ideas and key details to describe or report information ARGUE by supporting one’s own opinions with reasons
Module 1 - Overcoming Learning Challenges Near and Far	10 Weeks	Why are education, books, and reading important? How can I overcome learning challenges?	Students will NARRATE, INFORM, EXPLAIN, and ARGUE: By reading stories from around the world By writing informative texts By discussing text structure By planning, revising, and editing
Module 2 - Researching to Build Knowledge and Teach Others: Adaptations and the Wide World of Frogs	10 Weeks	How does the author engage the reader in a narrative? How do experts build knowledge and share expertise about a topic? How do frogs survive?	Students will NARRATE, INFORM, EXPLAIN, and ARGUE: By writing narrative and informative texts By reading narrative and informative texts By analyzing text structure By using drawings and diagrams By using technology By taking notes while researching a topic
Module 3 - Exploring Literary Classics	10 Weeks	How do writers capture a reader’s imagination? What can we learn from reading literary classics?	Students will NARRATE, INFORM, EXPLAIN, and ARGUE: By reading and writing narrative texts By reading poetry By orally stating facts and details By speaking in complete sentences
Module 4 - Water Around the World	10 Weeks	Why are the world’s freshwater sources threatened? How do people persuade others to take action to contribute to a better world?	Students will NARRATE, INFORM, EXPLAIN, and ARGUE: By reading narrative and informative texts By asking and answering questions about a text By orally stating facts and details By speaking in complete sentences By discussing differences between spoken and written language

Grade 3

DESE Family Guides to Grade-Level Learning Standards

WPS Grade 3 Curriculum Guides

ELA

Math

Science

History

FAPA

ESL