# Grade 3

## 2024-2025 3rd Grade Supply List

## English Language Arts Curriculum

To build a foundation for college and career readiness, students must read widely and deeply from among a broad range of high-quality, increasingly challenging literary and informational texts. Through extensive reading of stories, dramas, poems, and myths from diverse cultures and different time periods, students gain literary and cultural knowledge as well as familiarity with various text structures and elements. By reading texts in history/social studies, science, and other disciplines, students build a foundation of knowledge in these fields that will also give them the background to be better readers in all content areas.

**Into Reading & Guided Reading:**

Third graders will learn reading and writing skills through the *Into Reading *Program. They will be exposed to close readings of fiction and nonfiction, authentic texts with modeling, and teacher-directed activities. Students will practice skills related to theme, main idea, character development, sequence of events, and point of view.

**Fountas & Pinnell: **

The Fountas & Pinnell Benchmark Assessment Systems are accurate and reliable tools PS 86 teachers use to identify the instructional and independent reading levels of students. This assessment tool is also used to document student progress through one-on-one formative and summative assessments

**Writing: **

Students will learn about the writing process as they publish writing pieces throughout the year to prepare them for Performance-Based Assessments (PBAs). Third graders will be exposed to various writing genres, narrative fiction, non-fiction, poetry, and opinion writing.

## Math Curriculum

**Eureka:**

Students will learn math via the *Eureka *Program. This program is designed to promote higher order thinking. Students will not only be expected to solve and compute various problems but explain WHY.

In Grade 3, instructional time should focus on four critical areas: (1) developing understanding of multiplication and division and strategies for multiplication and division within 100; (2) developing understanding of fractions, especially unit fractions (fractions with numerator 1); (3) developing understanding of the structure of rectangular arrays and of area; and (4) describing and analyzing two-dimensional shapes.

- Students develop an understanding of the meanings of multiplication and division of whole numbers through activities and problems involving equal-sized groups, arrays, and area models; multiplication is finding an unknown product, and division is finding an unknown factor in these situations. For equal-sized group situations, division can require finding the unknown number of groups or the unknown group size. Students use properties of operations to calculate products of whole numbers, using increasingly sophisticated strategies based on these properties to solve multiplication and division problems involving single-digit factors. By comparing a variety of solution strategies, students learn the relationship between multiplication and division.
- Students develop an understanding of fractions, beginning with unit fractions. Students view fractions in general as being built out of unit fractions, and they use fractions along with visual fraction models to represent parts of a whole. Students understand that the size of a fractional part is relative to the size of the whole. For example, 1/2 of the paint in a small bucket could be less paint than 1/3 of the paint in a larger bucket, but 1/3 of a ribbon is longer than 1/5 of the same ribbon because when the ribbon is divided into 3 equal parts, the parts are longer than when the ribbon is divided into 5 equal parts. Students are able to use fractions to represent numbers equal to, less than, and greater than one. They solve problems that involve comparing fractions by using visual fraction models and strategies based on noticing equal numerators or denominators.
- Students recognize area as an attribute of two-dimensional regions. They measure the area of a shape by finding the total number of same-size units of area required to cover the shape without gaps or overlaps, a square with sides of unit length being the standard unit for measuring area. Students understand that rectangular arrays can be decomposed into identical rows or into identical columns. By decomposing rectangles into rectangular arrays of squares, students connect area to multiplication, and justify using multiplication to determine the area of a rectangle.
- Students describe, analyze, and compare properties of two-dimensional shapes. They compare and classify shapes by their sides and angles, and connect these with definitions of shapes. Students also relate their fraction work to geometry by expressing the area of part of a shape as a unit fraction of the whole.

**Cooperative Problem Solving:**

Twice a month, students will work in groups to solve challenging math problems. Students will work on collaboration, questioning, and presentation skills in addition to developing critical thinking skills.

**Problem of the Day:**

Students are given a daily word problem that is repeated practice of previously learned material. Problem of the day helps students build automaticity in math, through continuous practice. Students use a math rubric to self-assess their work and the work of their peers.

**Fact Fluency:**

Your child will practice and memorize grade appropriate math facts in multiplication & division.

## Third Grade Amplify Science

The Amplify Science Grade 3 Science Course includes four units that support students in meeting the NGSS. The following unit summaries demonstrate how students engage in three-dimensional learning to solve real-world questions and problems.

**Unit 1: Balancing Forces:** Investigating Floating Trains. Scientists and engineers have figured out a way to build a train that actually floats on air as it goes cruising down the track at high speeds. Students work to explain how this train works in order to reassure residents of a town that the train is safe. Students figure out ideas about magnetic force, gravity, and how forces can cause an object’s movement to change or stay stable. They communicate their ideas by making digital and physical models and by writing explanations.

**Unit 2:Inheritance and Traits:** Variation in Wolves. Students assume the role of wildlife biologists solving the mystery of how one wolf got some traits that are similar to and some that are quite different from those of the rest of its pack. Students conduct investigations and analyze data in order to figure out patterns in traits between parents and offspring. They ask questions and obtain information as they read science texts about traits, relatedness, inheritance, and the influence of the environment on traits.

**Unit 3: Environments and Survival:** Snails, Robots, and Biomimicry. Students play the role of biomimicry engineers studying a population of snails. They analyze data to figure out why some organisms are more likely to survive in their environment. They think about the systems made of organisms and the environment in which the organisms live to understand how the environment affects organisms’ likelihood of survival. Students apply what they learn about the structure and function of animals’ body parts to plan, make, and test designs that solve problems, such as a robot that can remove and grind up invasive plants.

**Unit 4: Weather and Climate:** Establishing an Orangutan Reserve. In the role of meteorologists, students investigate weather and climate patterns in order to make scientific arguments about where to establish an orangutan reserve. They use mathematical thinking to find patterns in weather data, and consider scale, proportion, and quantity as they learn to make reliable measurements of weather. They also define and work to solve an engineering problem related to natural hazards.