3rd Grade Math March 4^{th} March 6^{th} 

Standards 

CCSS.MATH.CONTENT.3.OA.A.1 Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 × 7. CCSS.MATH.CONTENT.3.OA.A.2 Interpret wholenumber quotients of whole numbers, e.g., interpret 56 ÷ 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each. For example, describe a context in which a number of shares or a number of groups can be expressed as 56 ÷ 8. CCSS.MATH.CONTENT.3.OA.A.3 Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.1 CCSS.MATH.CONTENT.3.OA.B.6 Understand division as an unknownfactor problem. For example, find 32 ÷ 8 by finding the number that makes 32 when multiplied by 8. CCSS.MATH.CONTENT.3.OA.C.7 Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two onedigit numbers. CCSS.MATH.CONTENT.3.OA.D.8 Solve twostep word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.3 CCSS.MATH.CONTENT.3.OA.D.9 Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations. For example, observe that 4 times a number is always even, and explain why 4 times a number can be decomposed into two equal addends. CCSS.MATH.CONTENT.3.MD.B.3 Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one and twostep "how many more" and "how many less" problems using information presented in scaled bar graphs. For example, draw a bar graph in which each square in the bar graph might represent 5 pets. CCSS.MATH.CONTENT.3.NBT.A.3 Multiply onedigit whole numbers by multiples of 10 in the range 1090 (e.g., 9 × 80, 5 × 60) using strategies based on place value and properties of operations. CCSS.MATH.CONTENT.3.NF.A.3.A Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line. CCSS.MATH.CONTENT.3.NF.A.3.B Recognize and generate simple equivalent fractions, e.g., 1/2 = 2/4, 4/6 = 2/3. Explain why the fractions are equivalent, e.g., by using a visual fraction model. CCSS.MATH.CONTENT.3.NF.A.3.C Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers. Examples: Express 3 in the form 3 = 3/1; recognize that 6/1 = 6; locate 4/4 and 1 at the same point of a number line diagram. CCSS.MATH.CONTENT.3.NF.A.3.D Compare two fractions with the same numerator or the same denominator by reasoning about their size. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model.


Science P.3.6.3 Research and communicate information to explain how magnets are used in everyday life. P.3.6.4 Define and solve a simple design problem by applying scientific ideas about magnets (e.g., can opener, door latches, paperclip holders, finding studs in walls, magnetized paint). Use an engineering design process to define the problem, design, construct, evaluate, and improve the magnet.*


Learning Targets

Wednesday 3/4 Review all skills Thursday 3/5 9 Weeks Test Friday 3/6 AR Party Science I can research and communicate information to explain how magnets are used in everyday life. I can define and solve a simple design problem by applying scientific ideas about magnets. 
Procedures (with general times) 
*Classworks twice a week for 20 min*
Wednesday 3/4 Review all skills Thursday 3/5 9 Weeks Test Friday 3/6 AR Party 
Homework 
Students will complete practice problems. Homework does not have to be done on Wednesdays and Fridays. 
Example of an Assessment Item Related to the Standard 
Joe sees the same number of birds each hour for two hours. He sees sixteen birds in all. How many birds does he see each hour? A. 7 B. 6 C. 9 D. 8 
3rd Grade Math February 24^{th }March 3^{rd} 

Standards 

CCSS.MATH.CONTENT.3.OA.A.1 Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 × 7. CCSS.MATH.CONTENT.3.OA.A.2 Interpret wholenumber quotients of whole numbers, e.g., interpret 56 ÷ 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each. For example, describe a context in which a number of shares or a number of groups can be expressed as 56 ÷ 8. CCSS.MATH.CONTENT.3.OA.A.3 Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.1 CCSS.MATH.CONTENT.3.OA.B.6 Understand division as an unknownfactor problem. For example, find 32 ÷ 8 by finding the number that makes 32 when multiplied by 8. CCSS.MATH.CONTENT.3.OA.C.7 Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two onedigit numbers.


Science P.3.6.3 Research and communicate information to explain how magnets are used in everyday life. P.3.6.4 Define and solve a simple design problem by applying scientific ideas about magnets (e.g., can opener, door latches, paperclip holders, finding studs in walls, magnetized paint). Use an engineering design process to define the problem, design, construct, evaluate, and improve the magnet.* 

Learning Targets

Monday 2/24 Review lessons 3.13.3 and Lesson 3.5 I can use equal groups. I can use a number line to skip count and find how many in all. I can draw a diagram to solve one and two step problems. Tuesday 2/25 Review lessons 4.14.3, 4.5, and 4.84.9 I can multiply with the numbers 09. Wednesday 2/26 Review lessons 6.16.7 I can use different strategies to divide. Thursday 2/27 Review lessons 7.1 and 7.3 I can divide by two. I can divide by five. Friday 2/28 Review of OA.1, OA.2, OA.3, OA.6, and 0A.7 Monday 3/2 Review of OA.1, OA.2, OA.3, OA.6, and 0A.7 Tuesday 3/3 Test on OA.1, OA.2, OA.3, OA.6, and 0A.7
Science I can research and communicate information to explain how magnets are used in everyday life. I can define and solve a simple design problem by applying scientific ideas about magnets.

Procedures (with general times) 
*Classworks twice a week for 20 min* Monday 2/24 Review lessons 3.13.3 and Lesson 3.5 Review skills. Whole group instruction. Class will work independently. Flipchart/interactive as review. Homework: Students will finish practice pages. (Pages can also be modified
Tuesday 2/25 Review lessons 4.14.3, 4.5, and 4.84.9 Review skills. Whole group instruction. Class will work independently. Flipchart/interactive as review. Homework: Students will finish practice pages. (Pages can also be modified
Wednesday 2/26 Review lessons 6.16.7 Review skills. Whole group instruction. Class will work independently. Flipchart/interactive as review. Homework: Students will finish practice pages. (Pages can also be modified
Thursday 2/27 Review lessons 7.1 and 7.3 Review skills. Whole group instruction. Class will work independently. Flipchart/interactive as review. Homework: Students will finish practice pages. (Pages can also be modified
Friday 2/28 Review of OA.1, OA.2, OA.3, OA.6, and 0A.7 Monday 3/2 Review of OA.1, OA.2, OA.3, OA.6, and 0A.7 Tuesday 3/3 Test on OA.1, OA.2, OA.3, OA.6, and 0A.7 
Homework 
Students will complete practice problems. Homework does not have to be done on Wednesdays and Fridays. 
Example of an Assessment Item Related to the Standard 
Joe sees the same number of birds each hour for two hours. He sees sixteen birds in all. How many birds does he see each hour? A. 7 B. 6 C. 9 D. 8 
3rd Grade Math February 10^{th} 21st 

Standards 



CCSS.MATH.CONTENT.3.NF.A.3.D Compare two fractions with the same numerator or the same denominator by reasoning about their size. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model. Science P.3.6.2 Plan an experiment to investigate the relationship between a force applied to an object (e.g., friction, gravity) and resulting motion of the object. P.3.6.3 Research and communicate information to explain how magnets are used in everyday life


Learning Targets

Monday 2/10 Lesson 9.1 I can act it out to solve comparison problems. Tuesday 2/11 Lesson 9.2 I can compare fractions with the same denominator. Wednesday 2/12 Lesson 9.3 I can compare fractions with the same numerator. Thursday 2/13 Lesson 9.4 I can use strategies to compare fractions. Friday 2/14 Valentine’s Day Activities Monday 2/17 Lesson 9.5 I can compare and order fractions. Tuesday 2/18 I can compare fractions. Wednesday 2/19 I can compare fractions. Thursday 2/20 Review for Test Friday 2/21 Test on NF.3D
Science I can plan an experiment to investigate the relationship between a force applied to an object and resulting motion of the object. I can research and communicate information to explain how magnets are used in everyday life.

Procedures (with general times) 
*Classworks twice a week for 20 min* Monday 2/10 Lesson 9.1 Review skills. Whole group instruction. Class will work independently. Flipchart/interactive as review. Homework: Students will finish practice pages. (Pages can also be modified
Tuesday 2/11 Lesson 9.2 Review skills. Whole group instruction. Class will work independently. Flipchart/interactive as review. Homework: Students will finish practice pages. (Pages can also be modified
Wednesday 2/12 Lesson 9.3 Review skills. Whole group instruction. Class will work independently. Flipchart/interactive as review. Homework: Students will finish practice pages. (Pages can also be modified
Thursday 2/13 Lesson 9.4 Review skills. Whole group instruction. Class will work independently. Flipchart/interactive as review. Homework: Students will finish practice pages. (Pages can also be modified
Friday 2/14 Review skills. Whole group instruction. Class will work independently. Flipchart/interactive as review. Homework: Students will finish practice pages. (Pages can also be modified
Monday 2/17 Lesson 9.5 Review skills. Whole group instruction. Class will work independently. Flipchart/interactive as review. Homework: Students will finish practice pages. (Pages can also be modified Tuesday 2/18 Review skills. Whole group instruction. Class will work independently. Flipchart/interactive as review. Homework: Students will finish practice pages. (Pages can also be modified
Wednesday 2/19 Review skills. Whole group instruction. Class will work independently. Flipchart/interactive as review. Homework: Students will finish practice pages. (Pages can also be modified
Thursday 2/20 Review for Test Friday 2/21 Test on NF.3D 
Homework 
Students will complete practice problems. Homework does not have to be done on Wednesdays and Fridays. 
Example of an Assessment Item Related to the Standard 
Rick lives 4/6 mile from school. Noah lives 3/6 mile from school. Which of the following correctly compares the fractions. A. 4/6 = 3/6 B. 4/6 < 3/6 C. 4/6>3/6 D. 3/6>4/6 
3rd Grade Math January 27^{th} February 7^{th} 

Standards 



CCSS.MATH.CONTENT.3.NF.A.3.A Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line. CCSS.MATH.CONTENT.3.NF.A.3.B Recognize and generate simple equivalent fractions, e.g., 1/2 = 2/4, 4/6 = 2/3. Explain why the fractions are equivalent, e.g., by using a visual fraction model. CCSS.MATH.CONTENT.3.NF.A.3.C Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers. Examples: Express 3 in the form 3 = 3/1; recognize that 6/1 = 6; locate 4/4 and 1 at the same point of a number line diagram.
Science P.3.5.3 Plan and conduct investigations that particles speed up or slow down with addition or removal of heat. P.3.6.1 Compare and contrast the effects of different strengths and directions of forces on the motion of an object (e.g., gravity, polarity, attraction, repulsion, or strength).


Learning Targets

Monday 1/27 Lesson 9.6 I can use models to find equivalent fractions. Tuesday 1/28 Lesson 9.6 I can use models to find equivalent fractions. Wednesday 1/29 Lesson 9.7 I can use models to name equivalent fractions. Thursday 1/30 Lesson 9.7 (continued) I can use models to name equivalent fractions. Friday 1/31 Lesson 8.6 I can use a fraction greater than 1 or a whole number. Monday 2/3 Lesson 8.6 I can use fraction greater than 1 or a whole number. Tuesday 2/4 Comparing fractions using butterfly method I can compare fractions. Wednesday 2/5 Comparing fractions using butterfly method I can compare fractions. 4 ½ Week Test Thursday 2/6 Review for test Friday 2/7 Test on NF.3a, 3b, & 3c
Science I can plan and conduct investigations that particles speed up or slow down with addition or removal of heat. I can compare and contrast the effects of different strengths and directions of forces on the motion of an object. 
Procedures (with general times) 
*Classworks twice a day for 20 min* Monday 1/27 Lesson 9.6 Review skills. Whole group instruction. Class will work independently. Flipchart/interactive as review. Homework: Students will finish practice pages. (Pages can also be modified
Tuesday 1/28 Lesson 9.6 Review skills. Whole group instruction. Class will work independently. Flipchart/interactive as review. Homework: Students will finish practice pages. (Pages can also be modified
Wednesday 1/29 Lesson 9.7 Review skills. Whole group instruction. Class will work independently. Flipchart/interactive as review. Homework: Students will finish practice pages. (Pages can also be modified
Thursday 1/30 Lesson 9.7 Review skills. Whole group instruction. Class will work independently. Flipchart/interactive as review. Homework: Students will finish practice pages. (Pages can also be modified
Friday 1/31 Lesson 8.6 Review skills. Whole group instruction. Class will work independently. Flipchart/interactive as review. Homework: Students will finish practice pages. (Pages can also be modified
Monday 2/3 Lesson 8.6 Review skills. Whole group instruction. Class will work independently. Flipchart/interactive as review. Homework: Students will finish practice pages. (Pages can also be modified
Tuesday 2/4 Comparing Fractions Review skills. Whole group instruction. Class will work independently. Flipchart/interactive as review. Homework: Students will finish practice pages. (Pages can also be modified
Wednesday 2/5 Comparing Fractions Review skills. Whole group instruction. Class will work independently. Flipchart/interactive as review. Homework: Students will finish practice pages. (Pages can also be modified
Thursday 2/6 Review for Test Friday 2/7 Test on NF. 3a, 3b, and 3c 
Homework 
Students will complete practice problems. Homework does not have to be done on Wednesdays and Fridays. 
Example of an Assessment Item Related to the Standard 
Mr. Peters made an apple pie. There is 6/8 of the pie left over. Which fraction is equal to the part of the pie that is left over? A. 1/4 B. 2/4 C. 1/2 D. 3/4 
3rd Grade Math January 7^{th} January 24^{th} 

Standards 



CCSS.MATH.CONTENT.3.OA.D.8 CCSS.MATH.CONTENT.3.OA.D.9 CCSS.MATH.CONTENT.3.MD.B.3 CCSS.MATH.CONTENT.3.NBT.A.3 Science P.3.5.1 Plan and conduct scientific investigations to determine how changes in heat (i.e., an increase or decrease) change matter from one state to another (e.g., melting, freezing, condensing, boiling, or evaporating). P.3.5.2 Develop and use models to communicate the concept that matter is made of particles too small to be seen that move freely around in space (e.g., inflation and shape of a balloon, wind blowing leaves, or dust suspended in the air).


Learning Targets

Staff Development Tuesday 1/7 Lesson 1.12 I can draw a diagram to solve one and two step addition and subtraction problems. Wednesday 1/8 Lesson 3.4 I can draw a diagram to solve one and two step multiplication problems. Thursday 1/9 Lesson 7.10 I can act it out to solve two step problems. Friday 1/10 Lesson 7.11 I can understand the rules for order of operations. Monday 1/13 Lesson 1.1 I can use properties to explain patterns on the addition table. Tuesday 1/14 Lesson 4.7 and 5.1 I can use properties to explain on the multiplication table. I can describe a pattern in a table. Wednesday 1/15 Lesson 5.4 and 5.5 I can multiply with multiples of 10. I can model and record multiplying multiples of 10 by 1digit whole numbers. Thursday 1/16 Lesson 2.1 I can make a table to organize data and solve problems. Friday 1/17 Lesson 2.2 I can read and interpret picture graphs. Monday 1/20 MLK Day
Tuesday 1/21 Lesson 2.4 I can read and interpret data in a graph. Wednesday 1/22 Lesson 2.6 I can solve problems using data represented in bar graphs. Thursday 1/23 Review for Test Friday 1/24 Biweekly Test Science I can plan and conduct scientific investigations to determine how changes in heat change matter from one state to another. I can develop and use models to communicate the concept that matter is made of particles too small to be seen that move freely around in space.

Procedures (with general times) 
*Classworks twice a week for 20 min* Tuesday 1/7 Lesson 1.12 Review skills. Whole group instruction. Class will work independently. Flipchart/interactive as review. Homework: Students will finish practice pages. (Pages can also be modified
Wednesday 1/8 Lesson 3.4 Review skills. Whole group instruction. Class will work independently. Flipchart/interactive as review. Homework: Students will finish practice pages. (Pages can also be modified
Thursday 1/9 Lesson 7.10 Review skills. Whole group instruction. Class will work independently. Flipchart/interactive as review. Homework: Students will finish practice pages. (Pages can also be modified
Friday 1/11 Lesson 10.4 continued Review skills. Whole group instruction. Class will work independently. Flipchart/interactive as review. Homework: Students will finish practice pages. (Pages can also be modified
Monday 1/13 Lesson 1.1 Review skills. Whole group instruction. Class will work independently. Flipchart/interactive as review. Homework: Students will finish practice pages. (Pages can also be modified
Tuesday 1/14 Lesson 4.7 and 5.1 Review skills. Whole group instruction. Class will work independently. Flipchart/interactive as review. Homework: Students will finish practice pages. (Pages can also be modified
Wednesday 1/15 Lesson 5.4 and 5.5 Review skills. Whole group instruction. Class will work independently. Flipchart/interactive as review. Homework: Students will finish practice pages. (Pages can also be modified
Thursday 1/16 Lesson 2.1 Review skills. Whole group instruction. Class will work independently. Flipchart/interactive as review. Homework: Students will finish practice pages. (Pages can also be modified Monday 1/20 MLK Day Tuesday 1/21 Lesson 2.4 Review skills. Whole group instruction. Class will work independently. Flipchart/interactive as review. Homework: Students will finish practice pages. (Pages can also be modified
Wednesday 1/22 Lesson 2.6 Review skills. Whole group instruction. Class will work independently. Flipchart/interactive as review. Homework: Students will finish practice pages. (Pages can also be modified
Thursday 1/23 Review for a test Review skills. Whole group instruction. Class will work independently. Flipchart/interactive as review. Homework: Students will finish practice pages. (Pages can also be modified Friday 1/24 Biweekly Test 
Homework 
Students will complete practice problems. Homework does not have to be done on Wednesdays and Fridays. 
Example of an Assessment Item Related to the Standard 
For the career day program, 8 people give presentations. If each person answers 10 questions during the presentations, how many questions are answered? A. 18 B. 80 C. 88 D. 90 
3rd Grade Math December 2 December 20 

Standards 

December 2 December 20 

CCSS.MATH.CONTENT.3.MD.D.8 Solve real world and mathematical problems involving perimeters of polygons, including finding the perimeter given the side lengths, finding an unknown side length, and exhibiting rectangles with the same perimeter and different areas or with the same area and different perimeters. CCSS.MATH.CONTENT.3.G.A.1 Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four sides), and that the shared attributes can define a larger category (e.g., quadrilaterals). Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these subcategories. Science E.3.10.3 Use maps and historical information to identify natural resources in the state connecting (a) how resources are used for human needs and (b) how the use of those resources impacts the environment. E.3.10.4 Design a process for cleaning a polluted environment (e.g., simulating an oil spill in the ocean or a flood in a city and creating a solution for containment and/or cleanup). Use an engineering design process to define the problem, design, construct, evaluate, and improve the environment.* 

Learning Targets

Monday 12/2 Lesson 12.1 I can describe 2dimensional shapes. Tuesday 12/3 Lesson 12.2 I can describe angles in plane shapes. Wednesday 12/4 Lesson 12.3 I can use line segments and angles to make polygons. Thursday 12/5 Lesson 12.4 I can describe line segments that are sides of polygons. Friday 12/6 Lesson 12.5 I can use sides and angles to describe quadrilaterals. Monday 12/9 Lesson 12.7 (NWEA MAP READING) I can use sides and angles to help describe quadrilaterals. Tuesday 12/10 Lesson 12.7 (NWEA MAP MATH) I can use sides and angles to help describe quadrilaterals. Wednesday 12/11 Lesson 12.8 I can use the strategy draw a diagram to classify shapes. Thursday 12/12 Lesson 11.9 I can use area to compare rectangles with the same perimeter. Friday 12/13 Lesson 11.10 I can use perimeter to compare rectangles with the same area. Monday 12/16 Review for Test Tuesday 12/17 Test on MD.8 and G.1 Wednesday 12/18 Review for 9 Weeks Test Thursday 12/19 9 Weeks Test Friday 12/20 Movie Field Trip
Science I can use maps and historical information to identify natural resources in the state connecting how resources are used for human needs and how the use of those resources impacts the environment. I can design a process for cleaning a polluted environment.

Procedures (with general times) 
Monday 12/2 Lesson 12.1 Review skills. Whole group instruction. Class will work independently. Flipchart/interactive as review. Homework: Students will finish practice pages. (Pages can also be modified
Tuesday 12/3 Lesson 12.2 Review skills. Whole group instruction. Class will work independently. Flipchart/interactive as review. Homework: Students will finish practice pages. (Pages can also be modified
Wednesday 12/4 Lesson 12.3 Review skills. Whole group instruction. Class will work independently. Flipchart/interactive as review. Homework: Students will finish practice pages. (Pages can also be modified
Thursday 12/5 Lesson 12.4 Review skills. Whole group instruction. Class will work independently. Flipchart/interactive as review. Homework: Students will finish practice pages. (Pages can also be modified
Friday 12/6 Lesson 12.5 Review skills. Whole group instruction. Class will work independently. Flipchart/interactive as review. Homework: Students will finish practice pages. (Pages can also be modified Monday 12/9 Lesson 12.7 (NWEA MAP READING) Review skills. Whole group instruction. Class will work independently. Flipchart/interactive as review. Homework: Students will finish practice pages. (Pages can also be modified
Tuesday 12/10 Lesson 12.7 (NWEA MAP MATH) Review skills. Whole group instruction. Class will work independently. Flipchart/interactive as review. Homework: Students will finish practice pages. (Pages can also be modified
Wednesday 12/11 Lesson 12.8 Review skills. Whole group instruction. Class will work independently. Flipchart/interactive as review. Homework: Students will finish practice pages. (Pages can also be modified
Thursday 12/12 Lesson 11.9 Review skills. Whole group instruction. Class will work independently. Flipchart/interactive as review. Homework: Students will finish practice pages. (Pages can also be modified
Friday 12/13 Lesson 11.10 Review skills. Whole group instruction. Class will work independently. Flipchart/interactive as review. Homework: Students will finish practice pages. (Pages can also be modified
Monday 12/16 Review for Test Tuesday 12/17 Test on MD.8 and G.1 Wednesday 12/18 Review for 9 Weeks Test Thursday 12/19 9 Weeks Test Friday 12/20 Movie Field Trip 
Homework 
Students will complete practice problems. Homework does not have to be done on Wednesdays and Fridays. 
Example of an Assessment Item Related to the Standard 
A trapezoid has how many pairs of opposite sides? A. 1 B. 2 C. 3 D. 4 
3rd Grade Math 

Standards 

November 11th 22^{nd} 

CCSS.MATH.CONTENT.3.MD.A.1 Tell and write time to the nearest minute and measure time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes, e.g., by representing the problem on a number line diagram. CCSS.MATH.CONTENT.3.MD.A.2 Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l).1 Add, subtract, multiply, or divide to solve onestep word problems involving masses or volumes that are given in the same units, e.g., by using drawings (such as a beaker with a measurement scale) to represent the problem.2 Science E.3.9.1 Develop models to communicate the characteristics of the Earth's major systems, including the geosphere, hydrosphere, atmosphere, and biosphere (e.g., digital models, illustrations, flip books, diagrams, charts, tables). E.3.9.2 Construct explanations of how different landforms and surface features result from the location and movement of water on Earth’s surface (e.g., watersheds, drainage basins, deltas, or rivers). E.3.9.3 Use graphical representations to communicate the distribution of freshwater and saltwater on Earth (e.g., oceans, lakes, rivers, glaciers, groundwater, or polar ice caps). E.3.10.1 Identify some of Earth's resources that are used in everyday life such as water, wind, soil, forests, oil, natural gas, and minerals and classify as renewable or nonrenewable. E.3.10.2 Obtain and communicate information to exemplify how humans attain, use, and protect renewable and nonrenewable Earth resources. 

Learning Targets

I can tell when to use a.m. and p.m. with time. I can tell time to the nearest minute.
Tuesday 11/12 Lesson 10.3 I can measure elapsed time in minutes. Wednesday 11/13 4.5 Week Test Thursday 11/14 Lesson 10.4 I can find a starting time or an ending time when I know the elapsed time. Friday 11/15 Lesson 10.4 Continued I can find a starting time or an ending time when I know the elapsed time. Monday 11/18 Lesson 10.5 I can use the strategy draw a diagram to solve world problems. Tuesday 11/19 Lesson 10.7 I can estimate and measure liquid volume Wednesday 11/20 Lesson 10.8 I can estimate and measure mass in metric units. Thursday 11/21 Lesson 10.9 I can use models solve liquid volume and mass problems. Friday 11/22 Test on MD.1 and MD.2 Science I can develop models to communicate the characteristics of the Earth’s major systems, including the geosphere, hydrosphere, atmosphere, and biosphere. I can construct explanations of how different landforms and surface features result from the location and movement of water on Earth’s surface. I can use graphical representations to communicate the distribution of freshwater and saltwater on Earth. I can identify some of Earth’s resources that are used in everyday life such as water, wind, soil, forests, oil, natural gas, and minerals and classify as renewable and non renewable. I can obtain and communicate information to exemplify how humans attain, use, and protect renewable and nonrenewable Earth resources. 
E Procedures (with general times) 
Monday 11/11 Lesson 10.1 and 10.2 Review skills. Whole group instruction. Class will work independently. Flipchart/interactive as review. Homework: Students will finish practice pages. (Pages can also be modified Tuesday 11/12 Lesson 10.3 Review skills. Whole group instruction. Class will work independently. Flipchart/interactive as review. Homework: Students will finish practice pages. (Pages can also be modified
Wednesday 11/13 4.5 Week Test Review skills. Whole group instruction. Class will work independently. Flipchart/interactive as review. Homework: Students will finish practice pages. (Pages can also be modified
Thursday 11/14 Lesson 10.4 Review skills. Whole group instruction. Class will work independently. Flipchart/interactive as review. Homework: Students will finish practice pages. (Pages can also be modified
Friday 11/15 Lesson 10.4 continued Review skills. Whole group instruction. Class will work independently. Flipchart/interactive as review. Homework: Students will finish practice pages. (Pages can also be modified
Monday 11/18 Lesson 10.5 Review skills. Whole group instruction. Class will work independently. Flipchart/interactive as review. Homework: Students will finish practice pages. (Pages can also be modified
Tuesday 11/19 Lesson 10.7 Review skills. Whole group instruction. Class will work independently. Flipchart/interactive as review. Homework: Students will finish practice pages. (Pages can also be modified Wednesday 11/20 Lesson 10.8 Review skills. Whole group instruction. Class will work independently. Flipchart/interactive as review. Homework: Students will finish practice pages. (Pages can also be modified Thursday 11/21 Lesson 10.9 Review skills. Whole group instruction. Class will work independently. Flipchart/interactive as review. Homework: Students will finish practice pages. (Pages can also be modified Friday 11/22 Test on MD.1 and MD.2 
Homework 
Students will complete practice problems. Homework does not have to be done on Wednesdays and Fridays. 
Example of an Assessment Item Related to the Standard 
At which time are most third graders asleep? A. 9:23 A.M. B. 2:41 P.M. C. 7:16 P.M. D. 1:38 A.M. 
3rd Grade Math 

Standards 

October 21^{st} November 8th 

CCSS.MATH.CONTENT.3.NF.A.2 CCSS.MATH.CONTENT.3.NF.A.2.A CCSS.MATH.CONTENT.3.NF.A.2.B CCSS.MATH.CONTENT.3.MD.B.4 CCSS.MATH.CONTENT.3.G.A.2 Science E.3.7B.1 Obtain and evaluate scientific information (e.g. using technology) to describe the four major layers of Earth and the varying compositions of each layer. E.3.7B.2 Develop and use models to describe the characteristics of Earth's continental landforms and classify landforms as volcanoes, mountains, valleys, canyons, planes, and islands. E.3.7B.3 Develop and use models of weathering, erosion, and deposition processes which explain the appearance of various Earth features (e.g., the Grand Canyon, Arches National Park in Utah, Plymouth Bluff in Columbus, or Red Bluff in Marion County, Mississippi). E.3.7B.4 Compare and contrast constructive (e.g., deposition, volcano) and destructive (e.g., weathering, erosion, earthquake) processes of the Earth. E.3.9.1 Develop models to communicate the characteristics of the Earth's major systems, including the geosphere, hydrosphere, atmosphere, and biosphere (e.g., digital models, illustrations, flip books, diagrams, charts, tables). E.3.9.2 Construct explanations of how different landforms and surface features result from the location and movement of water on Earth’s surface (e.g., watersheds, drainage basins, deltas, or rivers). E.3.9.3 Use graphical representations to communicate the distribution of freshwater and saltwater on Earth (e.g., oceans, lakes, rivers, glaciers, groundwater, or polar ice caps).


Learning Targets

Monday 10/21 Intro to Fractions on a number line Tuesday 10/22 I can fill in fractions under points on a number line. Wednesday 10/23 I can locate fractions on a number line. Thursday 10/24 Lesson 8.5 I can represent and locate fractions on a number line. Friday 10/25 Lesson 8.5 I can represent and locate fractions on a number line. Monday 10/28 FALL BREAK Tuesday 10/29 FALL BREAK Wednesday 10/30 Lesson 12.9 and 8.5 I can divide shapes into parts with equal areas and write the area as a unit fraction of the whole. Thursday 10/31 Lesson 2.7 I can read and interpret data in a line plot and use data to make a line plot. Friday 11/1 Lesson 2.7 Continued I can read and interpret data in a line plot and use data to make a line plot.
Monday 11/4 Lesson 10.6 I can generate measurement data and show the data on a line plot. Tuesday 11/5 Lesson 10.6 continued I can generate measurement data and show the data on a line plot. Wednesday 11/6 Review NF.2, G.2 and MD.4 Thursday 11/7 Review NF.2, G.2, and MD.4 Friday 11/8 Test on NF.2, G.2. and MD.4 Science I can obtain and evaluate scientific information to describe the four major layers of Earth and the varying compositions of each layer. I can develop and use models to describe the characteristics of Earth's continental landforms and classify landforms as volcanoes, mountains, valleys, canyons, planes, and islands. I can explain the appearance of various Earth features. I can compare and contrast constructive and destructive processes of the Earth. I can develop models to communicate the characteristics of the Earth's major systems, including the geosphere, hydrosphere, atmosphere, and biosphere. I can construct explanations of how different landforms and surface features result from the location and movement of water on Earth’s surface. I can use graphical representations to communicate the distribution of freshwater and saltwater on Earth.

Procedures (with general times) 
Monday 10/21 Intro to Fractions on a number line Review skills. Whole group instruction. Class will work independently. Flipchart/interactive as review. Homework: Students will finish practice pages. (Pages can also be modified
Tuesday 10/22 I can locate fractions on a number line. Review skills. Whole group instruction. Class will work independently. Flipchart/interactive as review. Homework: Students will finish practice pages. (Pages can also be modified
Wednesday 10/23 I can locate fractions on a number line. Review skills. Whole group instruction. Class will work independently. Flipchart/interactive as review. Homework: Students will finish practice pages. (Pages can also be modified
Thursday 10/24 Lesson 8.5 Review skills. Whole group instruction. Class will work independently. Flipchart/interactive as review. Homework: Students will finish practice pages. (Pages can also be modified Friday 10/25 Lesson 8.5 Review skills. Whole group instruction. Class will work independently. Flipchart/interactive as review. Homework: Students will finish practice pages. (Pages can also be modified
Monday 10/28 FALL BREAK Tuesday 10/29 FALL BREAK
Wednesday 10/30 Lesson 12.9 4.5 Week Test Review Review skills. Whole group instruction. Class will work independently. Flipchart/interactive as review. Homework: Students will finish practice pages. (Pages can also be modified
Thursday 10/31 Lesson 2.7 Review skills. Whole group instruction. Class will work independently. Flipchart/interactive as review. Homework: Students will finish practice pages. (Pages can also be modified
Friday 11/1 Lesson 2.7 Continued Review skills. Whole group instruction. Class will work independently. Flipchart/interactive as review. Homework: Students will finish practice pages. (Pages can also be modified
Monday 11/2 Lesson 10.6 Review skills. Whole group instruction. Class will work independently. Flipchart/interactive as review. Homework: Students will finish practice pages. (Pages can also be modified
Tuesday 11/5 Lesson 10.6 Review skills. Whole group instruction. Class will work independently. Flipchart/interactive as review. Homework: Students will finish practice pages. (Pages can also be modified Wednesday 11/6 Review for Test Thursday 11/7 Review for Test Friday 11/8 TEST

Homework 
Students will complete practice problems. Homework does not have to be done on Wednesdays and Fridays. 
Example of an Assessment Item Related to the Standard 
How many items measured more than 5? A. 8 B. 9 C. 10 D. 7 E. 6 
3rd Grade Math October 9^{th} October 18th 

Standards 

CCSS.MATH.CONTENT.3.NF.A.1 Science E.3.7A.1 Plan and conduct controlled scientific investigations to identify the processes involved in forming the three major types of rock, and investigate common techniques used to identify them. E.3.7A.2 Develop and use models to demonstrate the processes involved in the development of various rock formations, including superposition, and how those formations can fracture and move over time. E.3.7A.3 Ask questions to generate testable hypotheses regarding the formation and location of fossil types, including their presence in some sedimentary rock. E.3.7B.1 Obtain and evaluate scientific information (e.g. using technology) to describe the four major layers of Earth and the varying compositions of each layer. E.3.7B.2 Develop and use models to describe the characteristics of Earth's continental landforms and classify landforms as volcanoes, mountains, valleys, canyons, planes, and islands. 

Learning Targets

Wednesday 10/9 Lesson 8.1 I can name equal parts of a whole.
Thursday 10/10 Lesson 8.2 I can make equal shares.
I can tell about the top and bottom of a fraction. I can tell how a fraction names part of a whole. Monday 10/14 Lesson 8.7 and 8.8 I can tell how a fraction names part of a group. I can use a fraction to tell how many are in part of a group. Tuesday 10/15 Report Card Day Wednesday 10/16 Lesson 8.9 I can use the strategy draw a diagram to solve fraction problems. Review for Test Thursday 10/17 Test on NF.1 Friday 10/18 60% Day and AR Party Science I can plan and conduct controlled scientific investigations to identify the processes involved in forming the three major types of rock, and investigate common techniques used to identify them. I can develop and use models to demonstrate the processes involved in the development of various rock formations, including superposition, and how those formations can fracture and move over time. I can ask questions to generate testable hypotheses regarding the formation and location of fossil types, including their presence in some sedimentary rock. I can obtain and evaluate scientific information to describe the four major layers of Earth and the varying compositions of each layer. I can develop and use models to describe the characteristics of Earth's continental landforms and classify landforms as volcanoes, mountains, valleys, canyons, planes, and islands. 
Procedures (with general times) 
Wednesday 10/9 Lesson 8.1 Review skills. Whole group instruction. Class will work independently. Flipchart/interactive as review. Homework: Students will finish practice pages. (Pages can also be modified
Thursday 10/10 Lesson 8.2 Review skills. Whole group instruction. Class will work independently. Flipchart/interactive as review. Homework: Students will finish practice pages. (Pages can also be modified
Friday 10/11 Lesson 8.3 and 8.4 Review skills. Whole group instruction. Class will work independently. Flipchart/interactive as review. Homework: Students will finish practice pages. (Pages can also be modified
Monday 10/14 Lesson 8.7 and 8.8 4.5 Week Test Review Review skills. Whole group instruction. Class will work independently. Flipchart/interactive as review. Homework: Students will finish practice pages. (Pages can also be modified
Tuesday 10/15 Report Card Pick Up Day Wednesday 10/16 Lesson 8.9 and Review for Test Review skills. Whole group instruction. Class will work independently. Flipchart/interactive as review. Homework: Students will finish practice pages. (Pages can also be modified
Thursday 10/17 Test on NF.1
Friday 10/18 60% Day and AR Party 
Homework 
Students will complete practice problems. Homework does not have to be done on Wednesdays and Fridays. 
Example of an Assessment Item Related to the Standard 
Parker divides a fruit bar into thirds. How many equal pieces are there? A. 2 B. 4 C. 3 D. 1 
3rd Grade Math September 19^{th} October 8th 

Standards 

CCSS.MATH.CONTENT.3.OA.B.5 CCSS.MATH.CONTENT.3.MD.C.5.A CCSS.MATH.CONTENT.3.MD.C.5.B CCSS.MATH.CONTENT.3.MD.C.6 CCSS.MATH.CONTENT.3.MD.C.7.A CCSS.MATH.CONTENT.3.MD.C.7.B CCSS.MATH.CONTENT.3.MD.C.7.C CCSS.MATH.CONTENT.3.MD.C.7.D Science L.3.4.2 Ask questions to predict how natural or manmade changes in a habitat cause plants and animals to respond in different ways, including hibernating, migrating, responding to light, death, or extinction (e.g., sea turtles, the dodo bird, or nocturnal species). L.3.4.3 Analyze and interpret data to explain how variations in characteristics among organisms of the same species may provide advantages in surviving, finding mates, and reproducing (e.g., plants with larger thorns being less likely to be eaten by predators.
L.3.4.4 Define and improve a solution to a problem created by environmental changes and any resulting impacts on the types of density and distribution of plant and animal populations living in the environment (e.g., replanting sea oats in coastal areas or developing or preserving wildlife corridors and green belts). Use an engineering design process to define the problem, design, construct, evaluate, and improve the environment.* L.3.4.5 Construct scientific argument using evidence from fossils of plants and animals that lived long ago to infer the characteristics of early environments (e.g., marine fossils on dry land, tropical plant fossils in arctic areas, or fossils of extinct organisms in any environment). 

Learning Targets

Thursday 9/19 Lesson 4.4 I can use the Distributive Property to find products. Friday 9/20 Lesson 4.6 I can use the Associative Property to find products.
I can use the rules for dividing with 1 and 0. Tuesday 9/24 Lesson 11.4 I can find area of a shape. Wednesday 9/25 Lesson 11.5 I can find the area of a plane shape. Thursday 9/26 Lesson 11.6 I can multiply to find the area of a rectangle. Friday 9/27 Lesson 11.7 I can find a pattern to solve area problems.
Monday 9/30 Lesson 11.8 I can break apart a shape to find its area.
Tuesday 10/1 Lesson 11.9 I can compare area and perimeter. Wednesday 10/2 Lesson 11.10 I can compare area and perimeter. Thursday Review for test Friday 10/4 TEST Monday 10/7 Review for Nine Weeks Test Tuesday 10/8 9 Weeks Test Science I can ask questions to predict how natural or manmade changes in a habitat cause plants and animals to respond in different ways. I can analyze and interrupt data to explain how variations in characteristics among organisms of the same species may provide advantages in surviving find mates, and reproducing. I can define and improve a solution to a problem created by environmental changes and any resulting impacts on the types of density and distribution of plant and animal populations living in the environment. I can construct scientific argument using evidence from fossils of plants and animals that lived long ago to infer the characteristics of early environment. 
Procedures (with general times) 
Thursday 9/19 Lesson 4.4 Review skills. Whole group instruction. Class will work independently. Flipchart/interactive as review. Homework: Students will finish practice pages. (Pages can also be modified
Friday 9/20 Lesson 4.6 Review skills. Whole group instruction. Class will work independently. Flipchart/interactive as review. Homework: Students will finish practice pages. (Pages can also be modified
Monday 9/23 Lesson 6.9 Review skills. Whole group instruction. Class will work independently. Flipchart/interactive as review. Homework: Students will finish practice pages. (Pages can also be modified
Tuesday 9/24 Lesson 11.4 Review skills. Whole group instruction. Class will work independently. Flipchart/interactive as review. Homework: Students will finish practice pages. (Pages can also be modified Wednesday 9/25 Lesson 11.5 Review skills. Whole group instruction. Class will work independently. Flipchart/interactive as review. Homework: Students will finish practice pages. (Pages can also be modified
Thursday 9/26 Lesson 11.6 Review skills. Whole group instruction. Class will work independently. Flipchart/interactive as review. Homework: Students will finish practice pages. (Pages can also be modified
Friday 9/27 Lesson 11.7 Review skills. Whole group instruction. Class will work independently. Flipchart/interactive as review. Homework: Students will finish practice pages. (Pages can also be modified
Monday 9/30 Lesson 11.8 Review skills. Whole group instruction. Class will work independently. Flipchart/interactive as review. Homework: Students will finish practice pages. (Pages can also be modified
Tuesday 10/1 Lesson 11.9 Review skills. Whole group instruction. Class will work independently. Flipchart/interactive as review. Homework: Students will finish practice pages. (Pages can also be modified
Wednesday 10/2 Lesson 11.10 Review skills. Whole group instruction. Class will work independently. Flipchart/interactive as review. Homework: Students will finish practice pages. (Pages can also be modified
Thursday 10/3 Review for test Friday 10/4 TEST Monday 10/7 Review for 9 Weeks Test Tuesday 10/8 9 Weeks Test 
Homework 
Students will complete practice problems. Homework does not have to be done on Wednesdays and Fridays. 
Example of an Assessment Item Related to the Standard 
Mark has 2 rows of 3 car models on each of his 3 shelves. How many models does have? A. 8 B. 9 C. 11 D. 18 
3rd Grade Math August 30th September 18th 

Standards 

CCSS.MATH.CONTENT.3.OA.A.1 Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 × 7. CCSS.MATH.CONTENT.3.OA.A.2 Interpret wholenumber quotients of whole numbers, e.g., interpret 56 ÷ 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each. For example, describe a context in which a number of shares or a number of groups can be expressed as 56 ÷ 8. CCSS.MATH.CONTENT.3.OA.A.3 Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem CCSS.MATH.CONTENT.3.OA.B.6 Understand division as an unknownfactor problem. For example, find 32 ÷ 8 by finding the number that makes 32 when multiplied by 8. Multiply and divide within 100. CCSS.MATH.CONTENT.3.OA.C.7 Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two onedigit numbers.
Science L.3.2.1 Identify traits and describe how traits are passed from parent organism(s) to offspring in plants and animals. L.3.2.2 Describe and provide examples of plant and animal offspring from a single parent organism (e.g., bamboo, fern, or starfish) as being an exact replica with identical traits as the parent organism. L.3.2.3 Describe and provide examples of offspring from two parent organisms as containing a combination of inherited traits from both parent organisms. L.3.2.3 Describe and provide examples of offspring from two parent organisms as containing a combination of inherited traits from both parent organisms. L.3.2.4 Obtain and communicate data to provide evidence that plants and animals have traits inherited from both parent organisms and that variations of these traits exist in groups of similar organisms (e.g., flower colors in pea plants or fur color and pattern in animal offspring). L.3.2.5 Research to justify the concept that traits can be influenced by the environment (e.g., stunted growth in normally tall plants due to insufficient water, changes in an arctic fox’s fur color due to light and/or temperature, or flamingo plumage). L.3.4.1 Obtain data from informational text to explain how changes in habitats (both those that occur naturally and those caused by organisms) can be beneficial or harmful to the organisms that live there. L.3.4.2 Ask questions to predict how natural or manmade changes in a habitat cause plants and animals to respond in different ways, including hibernating, migrating, responding to light, death, or extinction (e.g., sea turtles, the dodo bird, or nocturnal species). L.3.4.3 Analyze and interpret data to explain how variations in characteristics among organisms of the same species may provide advantages in surviving, finding mates, and reproducing (e.g., plants with larger thorns being less likely to be eaten by predators 

Learning Targets

Friday 8/30 Lesson 3.1 and 3.2 I can use equal groups to find how many in all. I can relate addition and multiplication.
Monday 9/2 Labor Day
I can use a number line to skip count and find how many in all. I can use arrays to model multiplication and find factors.
Wednesday 9/4 Lesson 4.1 and 4.2 I can multiply with 2 and 4. I can multiply with 5 and 10. Thursday 9/5 Lesson 4.3 and 4.5 I can multiply with 3 and 6. I can multiply with 7. 4.5 Week Test Review Friday 9/6 4.5 Weeks Test Monday 9/9 Lesson 4.8 and 4.9 I can multiply with 8. I can multiply with 9. Tuesday 9/10 Lesson 6.1 and 6.2 I can act it out to solve problems with equal groups. I can model a division problem to find how many each group.
Wednesday 9/11 Lesson 6.3 and 6.4 I can model a division problem to find how many equal groups. I can use bar models to solve division problems.
Thursday 9/12 Lesson 6.5 I can relate division to subtraction. Friday 9/13 Lesson 6.6 I can use arrays to solve division problems. Monday 9/16 Lesson 6.7 I can use multiplication to divide. Tuesday 9/17 Review for test Wednesday 9/18 Test Science I can identify traits and describe how traits are passed from parent organism(s) to offspring in plants and animals. I can describe and provide examples of plant and animal offspring from a single parent organism as being an exact replica with identical traits as the parent organism. I can describe and provide examples of offspring from two parent organisms as containing a combination of inherited traits from both parent organisms. I can obtain and communicate data to provide evidence that plants and animals have traits inherited from both parent organisms and that variations of these traits exist in groups similar organism. I can research to justify the concept that traits can be influenced by the environment. I can obtain data from informational text to explain how changes in the habitats can be beneficial or harmful to the organism that live there. I can ask questions to predict how natural or manmade changes in a habitat cause plants and animals to respond in different ways. I can analyze and interrupt data to explain how variations in characteristics among organisms of the same species may provide advantages in surviving find mates, and reproducing. 
Procedures (with general times) 
Friday 8/30 Lesson 3.1 and 3.2 Review skills. Whole group instruction. Class will work independently. Flipchart/interactive as review. Homework: Students will finish practice pages. (Pages can also be modified
Monday 9/2 Labor Day
Tuesday 9/3 Lesson 3.3 and 3.5 Review skills. Whole group instruction. Class will work independently. Flipchart/interactive as review. Homework: Students will finish practice pages. (Pages can also be modified
Wednesday 9/4 Lesson 4.1 and 4.2 Review skills. Whole group instruction. Class will work independently. Flipchart/interactive as review. Homework: Students will finish practice pages. (Pages can also be modified
Thursday 9/5 Lesson 4.3 and 4.5 4.5 Week Test Review Review skills. Whole group instruction. Class will work independently. Flipchart/interactive as review. Homework: Students will finish practice pages. (Pages can also be modified
Friday 9/6 4.5 Weeks Test
Monday 9/9 Lesson 4.8 and 4.9 Review skills. Whole group instruction. Class will work independently. Flipchart/interactive as review. Homework: Students will finish practice pages. (Pages can also be modified
Tuesday 9/10 Lesson 6.1 and 6.2 Review skills. Whole group instruction. Class will work independently. Flipchart/interactive as review. Homework: Students will finish practice pages. (Pages can also be modified
Wednesday 9/11 Lesson 6.3 and 6.4 Review skills. Whole group instruction. Class will work independently. Flipchart/interactive as review. Homework: Students will finish practice pages. (Pages can also be modified
Thursday 9/12 Lesson 6.5 Review skills. Whole group instruction. Class will work independently. Flipchart/interactive as review. Homework: Students will finish practice pages. (Pages can also be modified
Friday 9/13 Lesson 6.6 Review skills. Whole group instruction. Class will work independently. Flipchart/interactive as review. Homework: Students will finish practice pages. (Pages can also be modified
Monday 9/16 Lesson 6.7 Review skills. Whole group instruction. Class will work independently. Flipchart/interactive as review. Homework: Students will finish practice pages. (Pages can also be modified Tuesday 9/17 Review for test Wednesday 9/18 Test

Homework 
Students will complete practice problems. Homework does not have to be done on Wednesdays and Fridays. 
Example of an Assessment Item Related to the Standard 
Leo has 24 cookies. He wants to put groups of 6 cookies on a plate. How many plates does he need? A. 4 B. 5 C. 18 D. 30 
3rd Grade Math August 22nd August 29 

Standards 

CCSS.MATH.CONTENT.3.MD.D.8 Science L.3.1.1 Examine evidence to communicate information that the internal and external structures of animals (e.g., heart, stomach, bone, lung, brain, skin, ears, appendages) function to support survival, growth, and behavior . L.3.1.2 Examine evidence to communicate information that the internal and external structures of plant (e.g., thorns, leaves, stems, roots) L.3.2.1 Identify traits and describe how traits are passed from parent organism(s) to offspring in plants and animals. L.3.2.2 Describe and provide examples of plant and animal offspring from a single parent organism (e.g., bamboo, fern, or starfish) as being an exact replica with identical traits as the parent organism. L.3.2.3 Describe and provide examples of offspring from two parent organisms as containing a combination of inherited traits from both parent organisms.


Learning Targets

Thursday 8/22 Lesson 11.1 I can find perimeter.
Friday 8/23 Lesson 11.2 I can measure perimeter.
I can find the unknown length of a side in a plane shape when the perimeter is known. MAP TESTING
Tuesday 8/26 Lesson 11.4 I can find the unknown length of a side in a plane shape when the perimeter is known. MAP TESTING Wednesday 8/27 11.4 I can find the unknown length of a side in a plane shape when the perimeter is known. Thursday 8/29 Test on MD.8 Science I can examine evidence to communicate information that the internal and external structures of animals function to support survival, growth, and behavior. I can examine evidence to communicate information that the internal and external structures of plant function to support survival, growth, behavior, and reproduction.
I can obtain and communicate examples of physical features or behaviors of vertebrates and invertebrates and how these characteristics help them survive in particular environments.
I can identify traits and describe how traits are passed from parent organism(s) to offspring in plants and animals. I can describe and provide examples of plant and animal offspring from a single parent organism as being an exact replica with identical traits as the parent organism.

Procedures (with general times) 
Thursday 8/22 Lesson 11.1 Review skills. Whole group instruction. Small group instruction. Class will work independently. Flipchart/interactive as review.
Friday 8/23 Lesson 11.2 Review skills. Whole group instruction of pages. Small Group Instruction Class will work independently. Flipchart/interactive as review.
Review skills. Whole group instruction. Small Group Instruction Class will work independently. Flipchart/interactive as review.
Tuesday 8/27 Lesson 11.3 Review skills. Whole group instruction of pages. Class will work independently. Flipchart/interactive as review. Homework: Students will finish practice pages. (Pages can also be modified)
Wednesday 8/28 Review skills. Whole group instruction of pages. Class will work independently. Flipchart/interactive as review. Homework: Students will finish practice pages. (Pages can also be modified)
Thursday 8/29

Homework 
Students will complete practice problems. Homework does not have to be done on Wednesdays and Fridays. 
Example of an Assessment Item Related to the Standard 
If the perimeter of the square is 8 inches, what is the length of one side? A. 3 B. 4 C. 6 D. 2 
3rd Grade Math August 8^{th} August 21st 

Standards 

CCSS.MATH.CONTENT.3.NBT.A.1 CCSS.MATH.CONTENT.3.NBT.A.2
Science L.3.1.1 I can examine evidence to communicate information that the internal and external structures of animals function to support survival, growth, and behavior. 

Learning Targets

Thursday 8/8 Review Place Value and Lesson 1.4 I can use place value to add.
Friday 8/9 Lesson 1.7 and 1.6 I can use place value to add.
I can add more than two addends.
Tuesday 8/13 Lesson 1.2 I can round numbers.
Wednesday 8/14 Lesson 1.3 I can round numbers and estimate sums.
Thursday 8/15 Lesson 1.8 I can round numbers to estimate differences.
Friday 8/16 Lesson 1.9 I can use strategies to find differences.
Monday 8/19 Lesson 1.10 I can use place value to subtract.
Tuesday 8/20 Lesson 1.11 I can use strategies to subtract 3digit numbers.

Procedures (with general times) 
Thursday 8/8 Review Place Value and Lesson 1.4 Review skills. Whole group instruction. Small group instruction. Class will work independently. Flipchart/interactive as review.
Friday 8/9 Lesson 1.7 and 1.6 Review skills. Whole group instruction of pages. Small Group Instruction Class will work independently. Flipchart/interactive as review.
Review skills. Whole group instruction. Small Group Instruction Class will work independently. Flipchart/interactive as review.
Tuesday 8/13 Lesson 1.2 Review skills. Whole group instruction of pages. Class will work independently. Flipchart/interactive as review. Homework: Students will finish practice pages. (Pages can also be modified)
Wednesday 8/14 Lesson 1.3 Review skills. Whole group instruction of pages. Small Group Instruction Class will work independently. Flipchart/interactive as review.
Thursday 8/15 Lesson 1.8 Review skills. Whole group instruction of pages. Small Group Instruction Class will work independently. Flipchart/interactive as review. Homework: Students will finish practice pages. (Pages can also be modified)
Friday 8/16 Lesson 1.9 Review skills. Whole group instruction of pages. Small Group Instruction Class will work independently. Flipchart/interactive as review.
Monday 8/19 Lesson 1.10 Review skills. Whole group instruction of pages. Small Group Instruction Class will work independently. Flipchart/interactive as review. Homework: Students will finish practice pages. (Pages can also be modified)
Tuesday 8/20 Lesson 1.11 Review for Biweekly Test Review skills. Whole group instruction of pages. Small Group Instruction Class will work independently. Flipchart/interactive as review.
Wednesday 8/21 Biweekly Test 
Homework 
Students will complete practice problems. Homework does not have to be done on Wednesdays and Fridays. 
Example of an Assessment Item Related to the Standard 
The pet store has 276 guinea pigs. On Monday, the pet store sold 153 guinea pigs. How many guinea pigs does the pet store have left? A. 123 B. 278 C. 133 D. 429 