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Third Grade Resources

Investigations
Unit 1

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Overview of the Year for Third Grade Writers

UNIT 1: Launching the Writing Workshop

UNIT 2: Raising the Quality of Narrative Writing

UNIT 3: Realistic Fiction

UNIT 4 : Opinion Writing: Persuasive Reviews and Letters

UNIT 5 : Informational Writing

UNIT 6: Poetry

UNIT 7: Genre Studies

UNIT 8: Informational Writing: Reading, Research and

Writing in the Content Areas

UNIT 9: Revision

Overview of the Year for Third Grade Readers

UNIT 1: Building a Reading Life

UNIT 2: Following Characters into Meaning: Envision, Predict

Synthesize, and Infer

UNIT 3: Series Book Clubs

UNIT 4: Nonfiction Reading: Expository Texts

UNIT 5: Mystery Book Clubs

UNIT 6: Biography Book Clubs

UNIT 7: Test Preparation

UNIT 8: Informational Reading: Reading, Research and Writing

in the Content Areas

UNIT 9: Social Issues Book Clubs

Ask your Child about BrainPop

We have been watching an interesting website called BrainPop. Ask your child about what they learned about the history of computers this week and what score the class received on the quiz.

CLASS LINKS

Dellinger Third Grade
Samuels Third Grade

Third Grade Calendar

About Me

Third Grade at Trinity

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Math Curriculum

Third-Grade Curriculum
Unit Descriptions
The students may have a Student Activity Booklet or they may
have Student Sheets, Homework Sheets, Game Instructions,
Practice Pages and Assessment Tasks to show and share
what they know and are able to do.
Unit 1: Trading Stickers, Combining Coins:
Addition, Subtraction and the Number System
Students solve addition problems with two- and three-digit
numbers, solve subtraction problems involving two-digit numbers,
find combinations of numbers that add to 100 and work
with coins and coin values. Their understanding of place value
develops as they add and subtract 10s to and from three-digit
numbers, break three-digit numbers into hundreds, tens and
ones in different ways, and solve story problems.
Unit 2: Surveys and Line Plots:
Data Analysis
Students collect, represent, describe, categorize and interpret
both categorical and numerical data. They begin the important
work of seeing a data set as a whole as they design and carry
out their own data investigations, create representations of the
data collected and compare and discuss these representations.
Students draw conclusions about the data by identifying
characteristics in their representations (Where is most of the
data clumped? Where is the mode?). Students’ collection of
numerical data includes measuring length in inches and feet.
Students review the basic units of inches, feet and yards and
their relationships (e.g., one foot is equivalent to 12 inches, one
yard is equivalent to three feet or 36 inches).
Unit 3: Collections and Travel Stories:
Addition, Subtraction and the Number System
Students practice and refine their strategies for solving addition
problems with three-digit numbers to 400 and subtraction
problems with two- and three-digit numbers to 300. In addition
to solving removal problems, they expand their understanding
of subtraction as they solve comparison problems and
problems in which they find the missing part of a whole. They
increase their understanding of place-value as they extend their
work into three-digit numbers up to 1,000.
Unit 4: Perimeter, Angles, and Area:
2D Geometry and Measurement
This unit develops ideas about the attributes of 2D objects and
how they are classified (the definition of a triangle, rectangle
and square), linear measurement (which includes perimeter),
area and the measurement of angles. Using the context of
perimeter, students continue to develop their ability to use
measurement tools as they work on accurate linear measurement
techniques. Students learn to identify angles by their
relationship to a right angle. (Is the angle greater than, less
than or equal to a 90-degree angle?) LogoPaths, a Logoprogramming
environment designed for Investigations students
in Grades 3–5, is introduced in this unit. It allows students to
explore geometrical relationships, focusing on angle, length
and perimeter, patterns in sides and angles, and characteristics
of shapes.
Unit 5: Equal Groups:
Multiplication and Division
Students develop an understanding of multiplication as
combining a number of equal groups and division as splitting a
quantity into equal groups. This understanding is developed as
students highlight multiples on 100 charts, describe patterns in
sets of multiples and compare sets of multiples to each other.
Students represent multiplication and division situations with
groups, rectangular arrays and by writing multiplication and
division story problems. In this unit, students achieve fluency
with multiplication combinations and consider the relationship
between multiplication and division (6 x 4 = 24; 24 ÷ 6 = 4).
Unit 6: Stories, Tables and Graphs:
Patterns, Functions and Change
In this unit, students use tables and line graphs to show changes
over time. These include representations of functions involving
constant change that can be described by mathematical
rules and functions involving variable changes that cannot,
such as temperature, over time. Students interpret graphs to
describe and compare temperature trends. They also compare
different situations of constant change. In addition, students
construct, describe and extend visual and number sequences.
Unit 7: Finding Fair Shares:
Fractions and Decimals
Using a variety of contexts (rectangles representing “brownies,”
pattern block “cookies” and groups of objects), students
develop their understanding of fractions as representing equal
parts of a whole. They work with commonly-used fractions
and their equivalencies (e.g., 3/6 and 2/4 both equal one-half
of the same whole) and use fractions and mixed numbers as
they solve sharing problems and build wholes from fractional
parts. They are introduced to decimal fractions in the context of
money and gain familiarity with decimal equivalents for onefourth
and one-half.
Unit 8: How Many Hundreds? How Many Miles?
Addition, Subtraction and the Number System
In this final addition and subtraction unit in Grade 3, students
further refine their addition strategies with problems involving any
three-digit numbers as they identify and name these strategies.
They continue to solve a variety of subtraction problems and
examine their strategies for subtracting any two- and three-digit
numbers in greater depth. Students extend their work with place
value by estimating the sum of three-digit numbers (Will the sum
be more or less than 400?) and adding and subtracting multiples
of 10 and 100 to and from three-digit numbers. In this unit,
students are assessed on fluency with subtraction facts.
Unit 9: Solids and Boxes:
3D Geometry and Measurement
Students develop ideas about the attributes of 3D shapes
and how these attributes determine classification as they sort
and build common geometric solids. Throughout the unit, they
move back and forth between 2D and 3D as they build and
describe 2D representations of 3D objects and create 3D
objects from their 2D representations. They begin to develop
important ideas about the measurement of volume as they
examine the structure of 2D box patterns and the number of
cubes the 3D box will hold.
Web site Resources
• http://investigations.terc.edu
• http://www.nctm.org/resources/families.aspx
• http://www.mec-math.org
• http://www.pbs.org/parents/earlymath
Book Resources
• Beyond Facts and Flashcards: Exploring Math with Your Kids,
by Jan Mokros
• Math: Facing an American Phobia, by Marilyn Burns
• What’s Math Got to Do With It? by Jo Boaler

Math Investigation Letters

Please note all of the information for our math units will be sent to you via e-mail throughout the year.

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