Grade 3 Math Curriculum Overview for Parents

Overview

The third-grade standards place emphasis on learning multiplication and division facts through the twelve tables. Students will be fluent in the basic addition facts through the tens table and the corresponding subtraction facts. Concrete materials and two-dimensional representations will be used to introduce addition and subtraction with fractions and the concept of probability as chance. Students will use standard units (U.S. Customary and metric) to measure temperature, length, liquid volume, and weight and identify relevant properties of shapes, points, line segments, rays, angles, vertices, and lines. Students will investigate and describe the identity and commutative properties for addition and multiplication.

While learning mathematics, students will be actively engaged, using concrete materials and appropriate technologies such as calculators and computers. However, facility in the use of technology shall not be regarded as a substitute for a student’s understanding of quantitative concepts and relationships or for proficiency in basic computations.

Mathematics has its own language, and the acquisition of specialized vocabulary and language patterns is crucial to a student’s understanding and appreciation of the subject. Students should be encouraged to use correctly the concepts, skills, symbols, and vocabulary identified in the following set of standards.

Problem solving has been integrated throughout the six content strands. The development of problem-solving skills should be a major goal of the mathematics program at every grade level. Instruction in the process of problem solving will need to be integrated early and continuously into each student’s mathematics education. Students must be helped to develop a wide range of skills and strategies for solving a variety of problem types.

Term 1

Addition and Subtraction.

Number Patterns.

Round to the nearest ten or hundred.

Estimate Sums.

Mental math strategies for addition.

Use properties to add.

Use the break apart strategy to add.

Use place value to add.

Estimate differences

Mental math strategies for subtraction.

Use place value to subtract.

Combine place value to subtract.

Use picture graphs.

Make picture graphs.

Use bar graphs.

Make bar graphs.

Use and make line plots.

Skip count on a number line.

Model with arrays

Commutative property of multiplication.

Multiply with 1 and 0.

Multiply with 2 and 4.

Multiply with 5 and 10.

Multiply with 3 and 6.

Multiply with 7.

Term 2

Associative property of multiplication.

Patterns on the multiplication table.

Multiply with 8.

Multiply with 9.

Find unknown factors.

Use the distributive property.

Multiplication strategies with multiples 10.

Multiply multiples of 10 by 1-diget numbers.

Size of equal groups.

Number of equal groups.

Relate multiplication and division.

Division rules for 1 and 0

Divide by 2.

Divide by 10.

Divide by 5.

Divide by 3.

Divide by 4.

Divide by 6.

Divide by 7.

Divide by 8.

Divide by 9.

Order of operations.

Equal parts of a whole.

Fractions of a whole fractions on number line.

Relate fractions and whole numbers.

Fractions of a group.

Find part of a group using unit fractions.

Term 3

Compare fractions

Compare fractions with same denominator.

Compare fractions with same numerator

Compare fractions.

Compare and order fractions.

Model equivalent fractions.

Time to the minute

A.M and P.M

Measure time intervals.

Measure length.

Estimate and measure liquid volume.

Estimate and measure mass.

Find perimeter.

Find unknown side lengths

Measure area.

Area of rectangle

Describe angles in plane shapes

Identify polygons.

Classify quadrilaterals

Describe triangles.

Relate shapes, fraction and area.

* Our intended plans change depending on students’ needs, levels and their learning and attainment of concepts.

MAJOR TASKS, ASSIGNMENTS, PROJECTS, CLASS ASSIGNED WORK

-Most of the tasks are taken from Houghton Mifflin Harcourt (HMH) books, Internet, projectable (book), downloaded videos related to Grade 3 schedule and Virginia curriculum.

TEXTS AND RESOURCES

The texts that the students deal with whether in class work, worksheet, or exams are originally from Virginia curriculum books and Houghton Mifflin Harcourt.
- Math book
-Home or School book
They are very helpful and make some ambiguous points clearer and clearer mainly for Grade 3 students.

ASSESSMENT AND EVALUATION

Students will be assessed in a variety of ways such as written tests, observations (e.g. classroom participation, and group discussions), projects, assignments, portfolios and oral assessments.

HOME WORK EXPECTATIONS

Homework is an extension of our classroom. It allows your child to develop self-discipline, use time wisely, work independently, apply classroom learned skills, practice and develop a sense of their own responsibility.They are responsible for writing down all assignments and completing them. Students may ask for assistance with homework, but are expected to complete all their homework assignments by themselves.
Homework will be given Sunday through Thursday as the need arises.
Students will get their homework assignment (weekly planner in their diaries) every Thursday.
Homework may consist of review pages that will reinforce what is being taught (or has previously been taught) in the classroom or task completion.
Any incomplete class work may be sent home as homework and is due the next day.
Students are responsible for having their homework with them otherwise it will be considered not done.
Students are not given permission to make phone calls for parents to bring in homework….this defeats the goal of self-responsibility
Students may be asked to finish incomplete homework during their recess time.
Homework is to be done in pencil or erasable pen.
The homework written on Sunday should be completed on Sunday and given to the teacher on Monday morning. Mondays home should be given in on Tuesday morning etc.
Marking of the math practice book (homework) will be done at the end of each chapter.
*Check your child's diary to view each day's homework.

TEACHER-HOME COMMUNICATION

oOne way of communication: Newsletter
oTwo way communication: e-mail , Phone calls , Students’ diaries, meeting by appointments
oParent/Teacher interviews will be scheduled after all report cards are distributed