You are yourYou are your child’s first child’s first

teacher.teacher.

Your teacher’s Your teacher’s goal is simple; to goal is simple; to help you reach help you reach

yours.yours.

We have 18 years to teach We have 18 years to teach our children everything our children everything

they need to know.they need to know.

8 9 18

New York State has New York State has adopted national Core adopted national Core Curriculum Standards Curriculum Standards for English Language for English Language

Arts and Mathematics.Arts and Mathematics.

The goal of the new The goal of the new standards is to prepare standards is to prepare

students at all levels to bestudents at all levels to be “college and career ready”.“college and career ready”.

• Students Who are College and Career Students Who are College and Career Ready in Reading, Writing, Speaking, Ready in Reading, Writing, Speaking,

Listening, and Language.Listening, and Language.  

· They demonstrate independence. · They demonstrate independence. · They build strong content knowledge. · They build strong content knowledge. They respond to the varying demands of They respond to the varying demands of audience, task, purpose, and discipline. audience, task, purpose, and discipline. · They comprehend as well as critique.· They comprehend as well as critique.

 · They value evidence.  · They value evidence. · They use technology and digital media · They use technology and digital media

strategically and capably.strategically and capably. · They come to understand other  · They come to understand other

perspectives and cultures.perspectives and cultures.http://www.p12.nysed.gov/ciai/common_core_standards

New NYS 3New NYS 3rdrd Grade Reading Grade Reading StandardsStandardsReading Standards for Literature Reading Standards for Literature

Grade 3 students: Grade 3 students:

Key Ideas and DetailsKey Ideas and Details

1. 1. Ask and answer questions to demonstrate understanding Ask and answer questions to demonstrate understanding ofof

a text, referring explicitly to the text as the basis for thea text, referring explicitly to the text as the basis for the

answers.answers.

2. 2. Recount stories, including fables, folktales, and myths Recount stories, including fables, folktales, and myths fromfrom

diverse cultures; determine the central message, lesson, ordiverse cultures; determine the central message, lesson, or

moral and explain how it is conveyed through key details inmoral and explain how it is conveyed through key details in

the text.the text.

3. 3. Describe characters in a story (e.g., their traits,Describe characters in a story (e.g., their traits,

motivations, or feelings) and explain how their actionsmotivations, or feelings) and explain how their actions

contribute to the sequence of events.contribute to the sequence of events.

Craft and StructureCraft and Structure

4. 4. Determine the meaning of words and phrases as they Determine the meaning of words and phrases as they areare

used in a text, distinguishing literal from nonliteralused in a text, distinguishing literal from nonliteral

language.language.

5. 5. Refer to parts of stories, dramas, and poems when Refer to parts of stories, dramas, and poems when writingwriting

or speaking about a text, using terms such as or speaking about a text, using terms such as chapterchapter, , scenescene,,

and and stanzastanza; describe how each successive part builds on; describe how each successive part builds on

earlier sections.earlier sections.

6. 6. Distinguish their own point of view from that of theDistinguish their own point of view from that of the

narrator or those of the characters.narrator or those of the characters.

Integration of Knowledge and IdeasIntegration of Knowledge and Ideas

7. 7. Explain how specific aspects of a text’s illustrationsExplain how specific aspects of a text’s illustrations

contribute to what is conveyed by the words in a storycontribute to what is conveyed by the words in a story

(e.g., create mood, emphasize aspects of a character or(e.g., create mood, emphasize aspects of a character or

setting).setting).

8. 8. (Not applicable to literature) (Not applicable to literature)

9. 9. Compare and contrast the themes, settings, and plots ofCompare and contrast the themes, settings, and plots of

stories written by the same author about the same orstories written by the same author about the same or

similar characters (e.g., in books from a series).similar characters (e.g., in books from a series).

10. 10. By the end of the year, read and comprehend By the end of the year, read and comprehend literature,literature,

including stories, dramas, and poetry, at the high end ofincluding stories, dramas, and poetry, at the high end of

the grades 2–3 text complexity band independently andthe grades 2–3 text complexity band independently and

proficiently.proficiently.•   

Responding to LiteratureResponding to Literature

1111. Recognize and make connections in narratives, poetry, and. Recognize and make connections in narratives, poetry, and

drama to other texts, ideas, cultural perspectives, personaldrama to other texts, ideas, cultural perspectives, personal

events, and situations.events, and situations.

Self-select text based upon personal preferences.Self-select text based upon personal preferences.

  

  

Reading Standards for Informational TextReading Standards for Informational Text

Grade 3 studentsGrade 3 students

Key Ideas and DetailsKey Ideas and Details

1. 1. Ask and answer questions to demonstrate understanding ofAsk and answer questions to demonstrate understanding of

a text, referring explicitly to the text as the basis for thea text, referring explicitly to the text as the basis for the

answers.answers.

says explicitly and when drawing inferences from the text.says explicitly and when drawing inferences from the text.

2. 2. Determine the main idea of a text; recount the key detailsDetermine the main idea of a text; recount the key details

and explain how they support the main idea.and explain how they support the main idea.

3. 3. Describe the relationship between a series of historicalDescribe the relationship between a series of historical

events, scientific ideas or concepts, or steps in technicalevents, scientific ideas or concepts, or steps in technical

procedures in a text, using language that pertains to time,procedures in a text, using language that pertains to time,

sequence, and cause/effect.sequence, and cause/effect.

Craft and StructureCraft and Structure

4. 4. Determine the meaning of general academic and domainspecificDetermine the meaning of general academic and domainspecific

words and phrases in a text relevant to a words and phrases in a text relevant to a grade 3grade 3

topic or subject areatopic or subject area..

5. 5. Use text features and search tools (e.g., key words,Use text features and search tools (e.g., key words,

sidebars, hyperlinks) to locate information relevant to asidebars, hyperlinks) to locate information relevant to a

given topic efficiently.given topic efficiently.

6. 6. Distinguish their own point of view from that of the authorDistinguish their own point of view from that of the author

of a text.of a text.

Integration of Knowledge and IdeasIntegration of Knowledge and Ideas

7. 7. Use information gained from illustrations (e.g., maps,Use information gained from illustrations (e.g., maps,

photographs) and the words in a text to demonstratephotographs) and the words in a text to demonstrate

understanding of the text (e.g., where, when, why, andunderstanding of the text (e.g., where, when, why, and

how key events occur).how key events occur).

8. 8. Describe the logical connection between particularDescribe the logical connection between particular

sentences and paragraphs in a text (e.g., comparison,sentences and paragraphs in a text (e.g., comparison,

cause/effect, first/second/third in a sequence).cause/effect, first/second/third in a sequence).

9. 9. Compare and contrast the most important Compare and contrast the most important points and keypoints and key

details presented in two texts on the same details presented in two texts on the same topic.topic.

Range of Reading and Level of Text Range of Reading and Level of Text ComplexityComplexity

10. 10. By the end of the year, read and By the end of the year, read and comprehend informationalcomprehend informational

texts, including history/social studies, texts, including history/social studies, science, andscience, and

technical texts, at the high end of the grades technical texts, at the high end of the grades 2–3 text2–3 text

complexity band independently and complexity band independently and proficiently.proficiently.

  

  

Reading Standards: Foundational Skills Reading Standards: Foundational Skills

Grade 3 students: Grade 3 students:

Phonics and Word RecognitionPhonics and Word Recognition

3. 3. Know and apply grade-level phonics and Know and apply grade-level phonics and word analysisword analysis

skills in decoding words.skills in decoding words.

a. Identify and know the meaning of the a. Identify and know the meaning of the most commonmost common

prefixes and derivational suffixes.prefixes and derivational suffixes.

b. Decode words with common Latin b. Decode words with common Latin suffixes.suffixes.

c. Decode multisyllable words.c. Decode multisyllable words.

d. Read grade-appropriate irregularly d. Read grade-appropriate irregularly spelled words.spelled words.

FluencyFluency

4. 4. Read with sufficient accuracy and fluency Read with sufficient accuracy and fluency to supportto support

comprehension.comprehension.

a. Read grade-level text with purpose anda. Read grade-level text with purpose and

understanding.understanding.

b. Read grade-level prose and poetry orally b. Read grade-level prose and poetry orally withwith

accuracy, appropriate rate, and expression accuracy, appropriate rate, and expression onon

successive readings.successive readings.

c. Use context to confirm or self-correct c. Use context to confirm or self-correct wordword

recognition and understanding, rereading asrecognition and understanding, rereading as

necessary.necessary.

  

  

  

  

  

  

  

http://www.p12.nysed.gov/ciai/http://www.p12.nysed.gov/ciai/common_core_standardcommon_core_standard

New NYS 3New NYS 3rdrd Grade Writing Grade Writing StandardsStandardsWriting Standards Writing Standards

Grade 3 students: Grade 3 students:

Text Types and PurposesText Types and Purposes

1. 1. Write opinion pieces on topics or texts, supporting a Write opinion pieces on topics or texts, supporting a pointpoint

of view with reasons.of view with reasons.

a. Introduce the topic or text they are writing about,a. Introduce the topic or text they are writing about,

state an opinion, and create an organizationalstate an opinion, and create an organizational

structure that lists reasons.structure that lists reasons.

b. Provide reasons that support the opinion.b. Provide reasons that support the opinion.

c. Use linking words and phrases (e.g., c. Use linking words and phrases (e.g., becausebecause, , thereforetherefore,,

sincesince, , for examplefor example) to connect opinion and reasons.) to connect opinion and reasons.

d. Provide a concluding statement or section.d. Provide a concluding statement or section.

2. 2. Write informative/explanatory texts to examine a topicWrite informative/explanatory texts to examine a topic

and convey ideas and information clearly.and convey ideas and information clearly.

a. Introduce a topic and group related informationa. Introduce a topic and group related information

together; include illustrations when useful to aidingtogether; include illustrations when useful to aiding

comprehension.comprehension.

b. Develop the topic with facts, definitions, and details.b. Develop the topic with facts, definitions, and details.

c. Use linking words and phrases (e.g., c. Use linking words and phrases (e.g., alsoalso, , anotheranother, , andand,,

moremore, , butbut) to connect ideas within categories of) to connect ideas within categories of

information.information.

d. Provide a concluding statement or section.d. Provide a concluding statement or section.

3. 3. Write narratives to develop real or imagined experiencesWrite narratives to develop real or imagined experiences

or events using effective technique, descriptive details, andor events using effective technique, descriptive details, and

clear event sequences.clear event sequences.

a. Establish a situation and introduce a narrator and/ora. Establish a situation and introduce a narrator and/or

characters; organize an event sequence that unfoldscharacters; organize an event sequence that unfolds

naturally.naturally.

b. Use dialogue and descriptions of actions, thoughts,b. Use dialogue and descriptions of actions, thoughts,

and feelings to develop experiences and events orand feelings to develop experiences and events or

show the response of characters to situations.show the response of characters to situations.

c. Use temporal words and phrases to signal event order.c. Use temporal words and phrases to signal event order.

d. Provide a sense of closure.d. Provide a sense of closure.

Production and Distribution of WritingProduction and Distribution of Writing

4. 4. With guidance and support from adults, produce writing With guidance and support from adults, produce writing inin

which the development and organization are appropriate towhich the development and organization are appropriate to

task and purpose. (Grade-specific expectations for writingtask and purpose. (Grade-specific expectations for writing

types are defined in standards 1–3 above.)types are defined in standards 1–3 above.)

5. 5. With guidance and support from peers and adults, With guidance and support from peers and adults, developdevelop

and strengthen writing as needed by planning, revising, andand strengthen writing as needed by planning, revising, and

editing. (Editing for conventions should demonstrateediting. (Editing for conventions should demonstrate

command of Language standards 1–3 up to and includingcommand of Language standards 1–3 up to and including

grade 3 on page 29.)grade 3 on page 29.)

6. 6. With guidance and support from adults, use technology toWith guidance and support from adults, use technology to

produce and publish writing (using keyboarding skills) asproduce and publish writing (using keyboarding skills) as

well as to interact and collaborate with others.well as to interact and collaborate with others.

Research to Build and Present KnowledgeResearch to Build and Present Knowledge

7. 7. Conduct short research projects that build knowledgeConduct short research projects that build knowledge

about a topic.about a topic.

8. 8. Recall information from experiences or gather informationRecall information from experiences or gather information

from print and digital sources; take brief notes on sourcesfrom print and digital sources; take brief notes on sources

and sort evidence into provided categories.and sort evidence into provided categories.

9. 9. (Begins in grade 4)(Begins in grade 4)

Range of WritingRange of Writing

10. 10. Write routinely over extended time frames (time forWrite routinely over extended time frames (time for

research, reflection, and revision) and shorter time framesresearch, reflection, and revision) and shorter time frames

(a single sitting or a day or two) for a range of discipline-(a single sitting or a day or two) for a range of discipline-

Responding to LiteratureResponding to Literature

11. 11. Create and present a poem, narrative, play, art work, orCreate and present a poem, narrative, play, art work, or

personal response to a particular author or theme studiedpersonal response to a particular author or theme studied

in class.in class.

specific tasks, purposes, and audiences.specific tasks, purposes, and audiences.

  

  

  

  

  

  

  

  

http://www.p12.nysed.gov/ciai/http://www.p12.nysed.gov/ciai/common_core_standardcommon_core_standard

New NYS 3New NYS 3rdrd Grade Speaking Grade Speaking and Listening and Listening

StandardsStandardsGrade 3 students: Grade 3 students:

Comprehension and CollaborationComprehension and Collaboration

1. 1. Engage effectively in a range of collaborative discussionsEngage effectively in a range of collaborative discussions

(one-on-one, in groups, and teacher-led) with diverse(one-on-one, in groups, and teacher-led) with diverse

partners on partners on grade 3 topics and textsgrade 3 topics and texts, building on others’ , building on others’ ideasideas

and expressing their own clearly.and expressing their own clearly.

a. Come to discussions prepared, having read or studieda. Come to discussions prepared, having read or studied

required material; explicitly draw on that preparationrequired material; explicitly draw on that preparation

and other information known about the topic toand other information known about the topic to

explore ideas under discussion.explore ideas under discussion.

b. Follow agreed-upon rules for discussions (e.g.,b. Follow agreed-upon rules for discussions (e.g.,

gaining the floor in respectful ways, listening to othersgaining the floor in respectful ways, listening to others

with care, speaking one at a time about the topics andwith care, speaking one at a time about the topics and

texts under discussion).texts under discussion).

c. Ask questions to check understanding of informationc. Ask questions to check understanding of information

presented, stay on topic, and link their comments topresented, stay on topic, and link their comments to

the remarks of others.the remarks of others.

d. Explain their own ideas and understanding in light ofd. Explain their own ideas and understanding in light of

the discussion.the discussion.

e. Seek to understand and communicate with individualse. Seek to understand and communicate with individuals

from different cultural backgrounds.from different cultural backgrounds.

2. 2. Determine the main ideas and supporting details of a textDetermine the main ideas and supporting details of a text

read aloud or information presented in diverse media andread aloud or information presented in diverse media and

formats, including visually, quantitatively, and orally.formats, including visually, quantitatively, and orally.

3. 3. Ask and answer questions about information from aAsk and answer questions about information from a

speaker, offering appropriate elaboration and detail.speaker, offering appropriate elaboration and detail.

Presentation of Knowledge and IdeasPresentation of Knowledge and Ideas

4. 4. Report on a topic or text, tell a story, or recount anReport on a topic or text, tell a story, or recount an

experience with appropriate facts and relevant, descriptiveexperience with appropriate facts and relevant, descriptive

details, speaking clearly at an understandable pace.details, speaking clearly at an understandable pace.

5. 5. Create engaging audio recordings of stories or poems thatCreate engaging audio recordings of stories or poems that

demonstrate fluid reading at an understandable pace; adddemonstrate fluid reading at an understandable pace; add

visual displays when appropriate to emphasize or enhancevisual displays when appropriate to emphasize or enhance

certain facts or details.certain facts or details.

6. 6. Speak in complete sentences when appropriate to task Speak in complete sentences when appropriate to task andand

situation in order to provide requested detail orsituation in order to provide requested detail or

clarification. (See grade 3 Language standards 1 and 3 onclarification. (See grade 3 Language standards 1 and 3 on

page 26 for specific expectations.)page 26 for specific expectations.)

  

Grade 3 students: Grade 3 students:

Conventions of Standard EnglishConventions of Standard English

1. 1. Demonstrate command of the conventions of standardDemonstrate command of the conventions of standard

English grammar and usage when writing or speaking.English grammar and usage when writing or speaking.

a. Explain the function of nouns, pronouns, verbs,a. Explain the function of nouns, pronouns, verbs,

adjectives, and adverbs in general and their functionsadjectives, and adverbs in general and their functions

in particular sentences.in particular sentences.

b. Form and use regular and irregular plural nouns.b. Form and use regular and irregular plural nouns.

c. Use abstract nouns (e.g., c. Use abstract nouns (e.g., childhoodchildhood).).

d. Form and use regular and irregular verbs.d. Form and use regular and irregular verbs.

e. Form and use the simple (e.g., e. Form and use the simple (e.g., I walkedI walked; ; I walkI walk; ; I willI will

walkwalk) verb tenses.) verb tenses.

f. Ensure subject-verb and pronoun-antecedentf. Ensure subject-verb and pronoun-antecedent

agreement.*agreement.*

g. Form and use comparative and superlative adjectivesg. Form and use comparative and superlative adjectives

and adverbs, and choose between them depending onand adverbs, and choose between them depending on

what is to be modified.what is to be modified.

h. Use coordinating and subordinating conjunctions.h. Use coordinating and subordinating conjunctions.

i. Produce simple, compound, and complex sentences.i. Produce simple, compound, and complex sentences.

2. 2. Demonstrate command of the conventions of standardDemonstrate command of the conventions of standard

English capitalization, punctuation, and spelling whenEnglish capitalization, punctuation, and spelling when

writing.writing.

a. Use correct capitalization.a. Use correct capitalization.

b. Use commas and quotation marks to mark directb. Use commas and quotation marks to mark direct

speech and quotations from a text.speech and quotations from a text.

c. Use a comma before a coordinating conjunction in ac. Use a comma before a coordinating conjunction in a

compound sentence.compound sentence.

d. Spell grade-appropriate words correctly, consultingd. Spell grade-appropriate words correctly, consulting

references as needed.references as needed.

Knowledge of LanguageKnowledge of Language

3. 3. Use knowledge of language and its conventions whenUse knowledge of language and its conventions when

writing, speaking, reading, or listening.writing, speaking, reading, or listening.

a. Choose words and phrases for effect.*a. Choose words and phrases for effect.*

b. Recognize and observe differences between theb. Recognize and observe differences between the

conventions of spoken and written standard English.conventions of spoken and written standard English.

Vocabulary Acquisition and UseVocabulary Acquisition and Use

4. 4. Determine or clarify the meaning of unknown and multiplemeaningDetermine or clarify the meaning of unknown and multiplemeaning

word and phrases based on word and phrases based on grade 3 reading andgrade 3 reading and

contentcontent, choosing flexibly from a range of strategies., choosing flexibly from a range of strategies.

a. Use sentence-level context as a clue to the meaning ofa. Use sentence-level context as a clue to the meaning of

a word or phrase.a word or phrase.

b. Determine the meaning of the new word formedb. Determine the meaning of the new word formed

when a known affix is added to a known word (e.g.,when a known affix is added to a known word (e.g.,

  

  agreeableagreeable//disagreeabledisagreeable, , comfortablecomfortable//uncomfortableuncomfortable,,

carecare//carelesscareless, , heatheat//preheatpreheat).).

c. Use a known root word as a clue to the c. Use a known root word as a clue to the meaning of anmeaning of an

unknown word with the same root (e.g., unknown word with the same root (e.g., companycompany,,

companioncompanion).).

d. Use glossaries or beginning dictionaries, d. Use glossaries or beginning dictionaries, both printboth print

and digital, to determine or clarify the and digital, to determine or clarify the preciseprecise

meaning of key words and phrases.meaning of key words and phrases.

5. 5. Demonstrate understanding of word Demonstrate understanding of word relationships andrelationships and

nuances in word meanings.nuances in word meanings.

a. Distinguish the literal and nonliteral a. Distinguish the literal and nonliteral meanings ofmeanings of

words and phrases in context (e.g., words and phrases in context (e.g., take take stepssteps).).

b. Identify real-life connections between b. Identify real-life connections between words andwords and

their use (e.g., describe people who are their use (e.g., describe people who are friendly friendly oror

helpfulhelpful).).

c. Distinguish shades of meaning among c. Distinguish shades of meaning among related wordsrelated words

that describe states of mind or degrees of that describe states of mind or degrees of certaintycertainty

(e.g., (e.g., knewknew, , believedbelieved, , suspectedsuspected, , heardheard, , wonderedwondered).).

6. 6. Acquire and use accurately grade-Acquire and use accurately grade-appropriateappropriate

conversational, general academic, and conversational, general academic, and domain-specificdomain-specific

words and phrases, including those that words and phrases, including those that signal spatial andsignal spatial and

temporal relationships (e.g., temporal relationships (e.g., After dinner After dinner that night we went looking for themthat night we went looking for them).).

  

  

http://www.p12.nysed.gov/ciai/http://www.p12.nysed.gov/ciai/common_core_standardcommon_core_standard

  

New NYS 3New NYS 3rdrd Grade Grade Language Language StandardsStandards

New NYS 3New NYS 3rdrd Grade Math Grade Math StandardsStandards

Grade 3 Overview - MathematicsGrade 3 Overview - Mathematics

Operations and Algebraic ThinkingOperations and Algebraic Thinking

• • Represent and solve problems involvingRepresent and solve problems involving

multiplication and division.multiplication and division.

• • Understand properties of multiplication andUnderstand properties of multiplication and

the relationship between multiplication andthe relationship between multiplication and

division.division.

• • Multiply and divide within 100.Multiply and divide within 100.

• • Solve problems involving the four operations,Solve problems involving the four operations,

and identify and explain patterns in arithmetic.and identify and explain patterns in arithmetic.

Number and Operations in Base TenNumber and Operations in Base Ten

• • Use place value understanding and propertiesUse place value understanding and properties

of operations to perform multi-digit arithmetic.of operations to perform multi-digit arithmetic.

Number and Operations—FractionsNumber and Operations—Fractions

• • Develop understanding of fractions as numbers.Develop understanding of fractions as numbers.

Measurement and DataMeasurement and Data

• • Solve problems involving measurement andSolve problems involving measurement and

estimation of intervals of time, liquid volumes,estimation of intervals of time, liquid volumes,

and masses of objects.and masses of objects.

• • Represent and interpret data.Represent and interpret data.

• • Geometric measurement: understand conceptsGeometric measurement: understand concepts

of area and relate area to multiplication and toof area and relate area to multiplication and to

addition.addition.

• • Geometric measurement: recognize perimeterGeometric measurement: recognize perimeter

as an attribute of plane figures and distinguishas an attribute of plane figures and distinguish

between linear and area measures.between linear and area measures.

GeometryGeometry

• • Reason with shapes and their attributes.Reason with shapes and their attributes.

Operations & Algebraic Thinking 3.OAOperations & Algebraic Thinking 3.OA

Represent and solve problems involving multiplication Represent and solve problems involving multiplication and division.and division.

1. Interpret products of whole numbers, e.g., interpret 5 × 7 1. Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objectsas the total number of objects in 5 groups of 7 objects

each. each. For example, describe a context in which a total For example, describe a context in which a total number of objects can be expressed as 5 × 7.number of objects can be expressed as 5 × 7.

2. Interpret whole-number quotients of whole numbers, e.g., 2. Interpret whole-number quotients of whole numbers, e.g., interpret 56 ÷ 8 as the number of objects in each interpret 56 ÷ 8 as the number of objects in each shareshare

when 56 objects are partitioned equally into 8 shares, or as a when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned intonumber of shares when 56 objects are partitioned into

equal shares of 8 objects each. equal shares of 8 objects each. For example, describe a For example, describe a context in which a number of shares or a number of context in which a number of shares or a number of groupsgroups

can be expressed as 56 ÷ 8.can be expressed as 56 ÷ 8.

3. Use multiplication and division within 100 to 3. Use multiplication and division within 100 to solve word problems in situations involving solve word problems in situations involving equal groups, arrays,equal groups, arrays,and measurement quantities, e.g., by using and measurement quantities, e.g., by using drawings and equations with a symbol for the drawings and equations with a symbol for the unknown number tounknown number torepresent the problem.1represent the problem.14. Determine the unknown whole number in a 4. Determine the unknown whole number in a multiplication or division equation relating multiplication or division equation relating three whole numbers. three whole numbers. ForForexample, determine the unknown number that example, determine the unknown number that makes the equation true in each of the makes the equation true in each of the equations 8 × ? = 48, 5 = _ ÷equations 8 × ? = 48, 5 = _ ÷3, 6 × 6 = ?3, 6 × 6 = ?Understand properties of multiplication Understand properties of multiplication and the relationship between and the relationship between multiplication and division.multiplication and division.5. Apply properties of operations as strategies 5. Apply properties of operations as strategies to multiply and divide.2 to multiply and divide.2 Examples: If 6 × 4 = Examples: If 6 × 4 = 24 is known, then 4 × 624 is known, then 4 × 6= 24 is also known. (Commutative property of = 24 is also known. (Commutative property of multiplication.) 3 × 5 × 2 can be found by 3 × multiplication.) 3 × 5 × 2 can be found by 3 × 5 = 15, then 15 × 2 =5 = 15, then 15 × 2 =30, or by 5 × 2 = 10, then 3 × 10 = 30. 30, or by 5 × 2 = 10, then 3 × 10 = 30. (Associative property of multiplication.) (Associative property of multiplication.) Knowing that 8 × 5 = 40 and 8 × 2Knowing that 8 × 5 = 40 and 8 × 2= 16, one can find 8 × 7 as 8 × (5 + 2) = (8 × = 16, one can find 8 × 7 as 8 × (5 + 2) = (8 × 5) + (8 × 2) = 40 + 16 = 56. (Distributive 5) + (8 × 2) = 40 + 16 = 56. (Distributive property.)property.)6. Understand division as an unknown-factor 6. Understand division as an unknown-factor problem. problem. For example, find 32 ÷ 8 by finding For example, find 32 ÷ 8 by finding the number that makesthe number that makes32 when multiplied by 8.32 when multiplied by 8.Multiply and divide within 100.Multiply and divide within 100.7. Fluently multiply and divide within 100, 7. Fluently multiply and divide within 100, using strategies such as the relationship using strategies such as the relationship between multiplication andbetween multiplication anddivision (e.g., knowing that 8 × 5 = 40, one division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3,By the end of Grade 3,know from memory all products of two one-know from memory all products of two one-digit numbers.digit numbers.Solve problems involving the four Solve problems involving the four operations, and identify and explain operations, and identify and explain patterns in arithmetic.patterns in arithmetic.22228. Solve two-step word problems using the 8. Solve two-step word problems using the four operations. Represent these problems four operations. Represent these problems using equations with a letterusing equations with a letter

standing for the unknown quantity. Assess standing for the unknown quantity. Assess the reasonableness of answers using mental the reasonableness of answers using mental computation and estimationcomputation and estimationstrategies including rounding.3strategies including rounding.39. Identify arithmetic patterns (including 9. Identify arithmetic patterns (including patterns in the addition table or patterns in the addition table or multiplication table), and explain themmultiplication table), and explain themusing properties of operations. using properties of operations. For example, For example, observe that 4 times a number is always observe that 4 times a number is always even, and explain why 4 timeseven, and explain why 4 timesa number can be decomposed into two equal a number can be decomposed into two equal addends.addends.Number & Operations in Base Ten Number & Operations in Base Ten 3.NBT3.NBTUse place value understanding and Use place value understanding and properties of operations to perform properties of operations to perform multi-digit arithmetic.1multi-digit arithmetic.11. Use place value understanding to round 1. Use place value understanding to round whole numbers to the nearest 10 or 100.whole numbers to the nearest 10 or 100.2. Fluently add and subtract within 1000 2. Fluently add and subtract within 1000 using strategies and algorithms based on using strategies and algorithms based on place value, properties ofplace value, properties ofoperations, and/or the relationship between operations, and/or the relationship between addition and subtraction.addition and subtraction.3. Multiply one-digit whole numbers by 3. Multiply one-digit whole numbers by multiples of 10 in the range 10–90 (e.g., 9 × multiples of 10 in the range 10–90 (e.g., 9 × 80, 5 × 60) using strategies80, 5 × 60) using strategiesbased on place value and properties of based on place value and properties of operations.operations.Number & Operations—Fractions¹ 3.NFNumber & Operations—Fractions¹ 3.NFDevelop understanding of fractions as Develop understanding of fractions as numbers.numbers.1. Understand a fraction 1/1. Understand a fraction 1/b b as the quantity as the quantity formed by 1 part when formed by 1 part when a a whole is partitioned whole is partitioned into into b b equal parts;equal parts;understand a fraction understand a fraction aa//b b as the quantity as the quantity formed by a parts of size 1/formed by a parts of size 1/bb..2. Understand a fraction as a number on the 2. Understand a fraction as a number on the number line; represent fractions on a number line; represent fractions on a number line diagram.number line diagram.a. Represent a fraction 1/a. Represent a fraction 1/b b on a number line on a number line diagram by defining the interval from 0 to 1 diagram by defining the interval from 0 to 1 as the whole andas the whole andpartitioning it into partitioning it into b b equal parts. Recognize equal parts. Recognize that each part has size 1/that each part has size 1/b b and that the and that the endpoint of the partendpoint of the partbased at 0 locates the number 1/based at 0 locates the number 1/b b on the on the number line.number line.b. Represent a fraction b. Represent a fraction aa//b b on a number line on a number line diagram by marking off a lengths 1/diagram by marking off a lengths 1/b b from 0. from 0. Recognize that theRecognize that the  http://www.p12.nysed.gov/ciai/http://www.p12.nysed.gov/ciai/common_core_standardscommon_core_standards

New NYS 3New NYS 3rdrd Grade Math Grade Math StandardsStandardsresulting interval has size resulting interval has size aa//b b and that its endpoint and that its endpoint

locates the number locates the number aa//b b on the number line.on the number line.

3. Explain equivalence of fractions in special cases, and 3. Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size.compare fractions by reasoning about their size.

a. Understand two fractions as equivalent (equal) if they a. Understand two fractions as equivalent (equal) if they are the same size, or the same point on a numberare the same size, or the same point on a number

line.line.

b. Recognize and generate simple equivalent fractions, b. Recognize and generate simple equivalent fractions, e.g., 1/2 = 2/4, 4/6 = 2/3). Explain why the e.g., 1/2 = 2/4, 4/6 = 2/3). Explain why the fractionsfractions

are equivalent, e.g., by using a visual fraction model.are equivalent, e.g., by using a visual fraction model.

c. Express whole numbers as fractions, and recognize c. Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers.fractions that are equivalent to whole numbers.

Examples: Express 3 in the form 3 = 3/1; recognize that Examples: Express 3 in the form 3 = 3/1; recognize that 6/1 = 6; locate 4/4 and 1 at the same point of a6/1 = 6; locate 4/4 and 1 at the same point of a

number line diagram.number line diagram.

d. Compare two fractions with the same numerator or the d. Compare two fractions with the same numerator or the same denominator by reasoning about their size.same denominator by reasoning about their size.

Recognize that comparisons are valid only when the two Recognize that comparisons are valid only when the two fractions refer to the same whole. Record thefractions refer to the same whole. Record the

results of comparisons with the symbols >, =, or <, and results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visualjustify the conclusions, e.g., by using a visual

fraction model.fraction model.

Measurement & Data 3.MDMeasurement & Data 3.MD

Solve problems involving measurement and Solve problems involving measurement and estimation of intervals of time, liquid estimation of intervals of time, liquid volumes, and masses ofvolumes, and masses of

objects.objects.

1. Tell and write time to the nearest minute and measure 1. Tell and write time to the nearest minute and measure time intervals in minutes. Solve word problems time intervals in minutes. Solve word problems involvinginvolving

addition and subtraction of time intervals in minutes, addition and subtraction of time intervals in minutes, e.g., by representing the problem on a number e.g., by representing the problem on a number line diagram.line diagram.

2. Measure and estimate liquid volumes and masses of 2. Measure and estimate liquid volumes and masses of objects using standard units of grams (g), objects using standard units of grams (g), kilograms (kg), andkilograms (kg), and

liters (l).1 Add, subtract, multiply, or divide to solve one-liters (l).1 Add, subtract, multiply, or divide to solve one-step word problems involving masses or volumes step word problems involving masses or volumes that arethat are

given in the same units, e.g., by using drawings (such as given in the same units, e.g., by using drawings (such as a beaker with a measurement scale) to represent a beaker with a measurement scale) to represent thethe

problem.2problem.2

Represent and interpret data.Represent and interpret data.

3. Draw a scaled picture graph and a scaled 3. Draw a scaled picture graph and a scaled bar graph to represent a data set with several bar graph to represent a data set with several categories. Solve one- andcategories. Solve one- andtwo-step “how many more” and “how many two-step “how many more” and “how many less” problems using information presented in less” problems using information presented in scaled bar graphs. scaled bar graphs. ForForexample, draw a bar graph in which each example, draw a bar graph in which each square in the bar graph might represent 5 square in the bar graph might represent 5 pets.pets.4. Generate measurement data by measuring 4. Generate measurement data by measuring lengths using rulers marked with halves and lengths using rulers marked with halves and fourths of an inch. Showfourths of an inch. Showthe data by making a line plot, where the the data by making a line plot, where the horizontal scale is marked off in appropriate horizontal scale is marked off in appropriate units— whole numbers,units— whole numbers,halves, or quarters.halves, or quarters.Geometric measurement: understand Geometric measurement: understand concepts of area and relate area to concepts of area and relate area to multiplication and to addition.multiplication and to addition.5. Recognize area as an attribute of plane 5. Recognize area as an attribute of plane figures and understand concepts of area figures and understand concepts of area measurement.measurement.a. A square with side length 1 unit, called “a a. A square with side length 1 unit, called “a unit square,” is said to have “one square unit” unit square,” is said to have “one square unit” of area, and can beof area, and can beused to measure area.used to measure area.b. A plane figure which can be covered without b. A plane figure which can be covered without gaps or overlaps by gaps or overlaps by n n unit squares is said to unit squares is said to have an area of have an area of nnsquare units.square units.6. Measure areas by counting unit squares 6. Measure areas by counting unit squares (square cm, square m, square in, square ft, (square cm, square m, square in, square ft, and improvised units).and improvised units).7. Relate area to the operations of 7. Relate area to the operations of multiplication and addition.multiplication and addition.a. Find the area of a rectangle with whole-a. Find the area of a rectangle with whole-number side lengths by tiling it, and show that number side lengths by tiling it, and show that the area is the samethe area is the sameas would be found by multiplying the side as would be found by multiplying the side lengths.lengths.b. Multiply side lengths to find areas of b. Multiply side lengths to find areas of rectangles with whole-number side lengths in rectangles with whole-number side lengths in the context of solvingthe context of solvingreal world and mathematical problems, and real world and mathematical problems, and represent whole-number products as represent whole-number products as rectangular areas inrectangular areas inmathematical reasoning.mathematical reasoning.c. Use tiling to show in a concrete case that c. Use tiling to show in a concrete case that the area of a rectangle with whole-number the area of a rectangle with whole-number side lengths side lengths a a and and b b ++

c c is the sum of is the sum of a a × × b b and and a a × × cc. Use area . Use area models to represent the distributive property models to represent the distributive property in mathematicalin mathematicalreasoning.reasoning.d. Recognize area as additive. Find areas of d. Recognize area as additive. Find areas of rectilinear figures by decomposing them into rectilinear figures by decomposing them into non-overlappingnon-overlappingrectangles and adding the areas of the non-rectangles and adding the areas of the non-overlapping parts, applying this technique to overlapping parts, applying this technique to solve real worldsolve real worldproblems.problems.Geometric measurement: recognize Geometric measurement: recognize perimeter as an attribute of plane perimeter as an attribute of plane figures and distinguish between linearfigures and distinguish between linearand area measures.and area measures.8. Solve real world and mathematical 8. Solve real world and mathematical problems involving perimeters of polygons, problems involving perimeters of polygons, including finding the perimeterincluding finding the perimetergiven the side lengths, finding an unknown given the side lengths, finding an unknown side length, and exhibiting rectangles with side length, and exhibiting rectangles with the same perimeter andthe same perimeter anddifferent areas or with the same area and different areas or with the same area and different perimeters.different perimeters.Geometry 3.GGeometry 3.GReason with shapes and their attributes.Reason with shapes and their attributes.1. Understand that shapes in different 1. Understand that shapes in different categories (e.g., rhombuses, rectangles, and categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g.,others) may share attributes (e.g.,having four sides), and that the shared having four sides), and that the shared attributes can define a larger category (e.g., attributes can define a larger category (e.g., quadrilaterals). Recognizequadrilaterals). Recognizerhombuses, rectangles, and squares as rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals, and draw examples of quadrilaterals that do notexamples of quadrilaterals that do notbelong to any of these subcategories.belong to any of these subcategories.2. Partition shapes into parts with equal 2. Partition shapes into parts with equal areas. Express the area of each part as a unit areas. Express the area of each part as a unit fraction of the whole. fraction of the whole. ForForexample, partition a shape into 4 parts with example, partition a shape into 4 parts with equal area, and describe the area of each equal area, and describe the area of each part as 1/4 of the area of thepart as 1/4 of the area of theshape.shape.        http://www.p12.nysed.gov/ciai/http://www.p12.nysed.gov/ciai/common_core_standardcommon_core_standard

How will I assist your child How will I assist your child to meet the NYS to meet the NYS

Standards?Standards?• Provide instruction using various methodsProvide instruction using various methods• Create small groups to focus instructionCreate small groups to focus instruction• Work individually with your child every dayWork individually with your child every day• Differentiate instruction to meet your Differentiate instruction to meet your

individual child’s needsindividual child’s needs– Reteach concepts to your child as neededReteach concepts to your child as needed– Challenge your child when he/she has Challenge your child when he/she has

mastered grade level conceptsmastered grade level concepts

How can you assist your How can you assist your child in meeting the NYS child in meeting the NYS

Standards?Standards?• Daily homework assignmentsDaily homework assignments

– Math lesson reinforcement practice sheets or Math lesson reinforcement practice sheets or fact worksheetsfact worksheets

– Reading Comprehension Assignments (*2 Reading Comprehension Assignments (*2 days new assignments; 2 days corrections)days new assignments; 2 days corrections)

– Grammar practice sheets (*2 days per week)Grammar practice sheets (*2 days per week)

• Monitor 100 minutes of reading each weekMonitor 100 minutes of reading each week• Math fact practice to masteryMath fact practice to mastery• Corrections each weekendCorrections each weekend

Children learn more than Children learn more than just academics in school.just academics in school.

My child will build their My child will build their character by character by learning:learning:

RespectRespect

IndependenceIndependence

ResponsibilityResponsibility

How will I support your How will I support your child’s character building in child’s character building in

school?school?

• RespectRespect– No Bullying initiative (Olweus Program)No Bullying initiative (Olweus Program)– Character Education ProgramCharacter Education Program– Property of school and othersProperty of school and others– Teachers and school staffTeachers and school staff

How can you support your How can you support your child’s character building child’s character building

at home?at home?

• RespectRespect– Support the No Bullying initiativeSupport the No Bullying initiative– Reinforce the monthly character traitsReinforce the monthly character traits– Student/teacherStudent/teacher– Child/parentChild/parent

How will I support your How will I support your child’s character building in child’s character building in

school?school?• IndependenceIndependence

– Complete list of designated tasks Complete list of designated tasks – On-task in reading and math centersOn-task in reading and math centers– Hand in homework, notes, and formsHand in homework, notes, and forms– Organize desk and folders Organize desk and folders – Tie shoes and zip coatsTie shoes and zip coats

How can you support your How can you support your child’s character building child’s character building

at home?at home?• IndependenceIndependence

– Allow your child to remove items from Allow your child to remove items from their folder when they arrive hometheir folder when they arrive home

– Expect your child to place items into their Expect your child to place items into their backpacksbackpacks

– Require your child to seek you out for Require your child to seek you out for signatures in planners, folders, and/or signatures in planners, folders, and/or formsforms

– Encourage your child to pack their own Encourage your child to pack their own snack and/or lunchsnack and/or lunch

How will I support your How will I support your child’s character building in child’s character building in

school?school?• ResponsibilityResponsibility

– Attend to lessons fullyAttend to lessons fully– Ask clarifying questions Ask clarifying questions – Request assistance if neededRequest assistance if needed– Participate in all activities Participate in all activities – Follow written and oral directionsFollow written and oral directions– Complete homework and class work in a timely Complete homework and class work in a timely

mannermanner– Record items in planner accuratelyRecord items in planner accurately– Act appropriately in the classroom and school Act appropriately in the classroom and school

buildingbuilding

How can you support your How can you support your child’s character building child’s character building

at home?at home?• ResponsibilityResponsibility

– Impress upon your child that he/she is Impress upon your child that he/she is responsible for their learning at schoolresponsible for their learning at school

– Consider your child responsible for all Consider your child responsible for all home study to be completedhome study to be completed

– Hold your child responsible for their Hold your child responsible for their actions on the bus, in the classroom, actions on the bus, in the classroom, and elsewhere in the school buildingand elsewhere in the school building

Children are learning Children are learning how to behave how to behave appropriately.appropriately.

• ““Not my child!”Not my child!”

• ““Who told you to do Who told you to do it?”it?”

• ““Why did you do it?”Why did you do it?”– I don’t know.I don’t know.

Field Trips

Buffalo Walking Tour – 10/17

Farm 2 Table – 4/21

Explore-n-More – May/June

Theater of Youth ?

Classroom WebsiteClassroom Website

Thank you for coming Thank you for coming tonight.tonight.

Working together, we Working together, we can ensure you child has can ensure you child has

a successful a successful third grade year.third grade year.