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    1st 9 weeks

    2nd 9 Weeks

    3rd 9 Weeks

    4th 9 Weeks

    Problem Solving

    -incorporated into all concepts throughout the nine weeks




    -Bar graph

    -Tally chart

    -Answer appropriate questions using graphs


    Number Concepts

    -Place Value

    -Compare Numbers

    -Order Numbers

    -Number Line



    Addition with Problem Solving


    -Estimate sums

    -Money (Count and Add)


    Problem Solving

    -incorporated into all concepts throughout the nine weeks



    -Regrouping of one, two and three-digit numbers

    -Fact Families





    -Geometric Vocabulary

    -Figures (2-D shapes and 3-D solids)







    Problem Solving

    -incorporated into all concepts throughout the nine weeks



    -Using models

    -Multiplication vocabulary

    -Fact Families

    -Patterns in multiplication

    -Area (concrete and pictorial)



    -Using models to solve

    -Fact Families

    -Division with and without remainders

    -Division vocabulary



    -Parts of a whole/set using concrete models

    -Equivalent fractions using models

    -Compare fractions using models







    -Measuring temperature

    -Locating Points on a line.


    Problem Solving

    -incorporated into all concepts throughout the nine weeks

    -Reasonableness-including the range of high and low estimates




    -Interpreting Data

    -Applying fractions

    -Less likely, more likely & equally likely


    Review for TAKS

    TAKS Test April 28th


    Review/Extend Previous Concepts

    -Review Place value (extend to millions place)

    -Revisit subtraction with regrouping across zeros

    -Multiplication/ Division fact families

    -Multiplication (2-digit by 1-digit)

    -Estimation and rounding

    -Explore division with remainders

     Language Arts
    First Nine Weeks
    Second Nine Weeks
    Third Nine Weeks
    Fourth Nine Weeks
    Third graders understand that information is used purposefully to clarify meaning.
    How does the structure and placement of a word affect meaning?
    Use structural cues, syntax, and context as tools for understanding language.
    Describe the influence of an author’s word choices and details on meaning (i.e., words that signal opinions, convey emotion, create specific images).
    Speaking/Writing/Visual Rep
    Use varied sentence structures and specific vocabulary to communicate ideas in writing.
    How does an author use details to develop main ideas?
    Outline the development of main ideas in narrative and expository texts.
    Synthesize main ideas to summarize a text.
    Speaking/Writing/Visual Rep
    Plan and develop main ideas with specific word choice and important, relevant details in written compositions.
    How does an author develop a plot?
    Analyze the significance of events on a plot and explain how characters change from the beginning to the end of a story.
    Compare the plot developments of two or more authors telling the same story.
    Speaking/Writing/Visual Rep
    Develop written compositions using cause and effect relationships to communicate the significance of ideas/events.
    How do different authors address the same topic, issue, or theme?
    Describe how an author’s purpose affects the genre chosen to communicate the idea.
    Compare the advantages and disadvantages of using different genres to address the same topic, issue, or theme (i.e., poetry, biography, newspaper, movie)
    Speaking/Writing/Visual Rep
    Use a variety of genres to address the same self-selected topic, issue, or theme.
    Social Studies

    1st 9 weeks

    2nd 9 Weeks

    3rd 9 Weeks

    4th 9 Weeks

    Unit 1: Pushing Forward
    Why are individuals pushed forward to explore the unknown?
    To understand the concept of community, third graders begin by examining what a community is including when and where it is formed, and the role that economics plays in its formation. The lessons in this unit are designed to help students develop an understanding of these concepts and give them the opportunity to apply them. The subsequent units in third grade will focus on actual communities in the 20th century and significant individuals who lived in those communities. In this unit, however, third graders begin by exploring the push that some individuals felt to discover new lands and establish new communities. They will examine people like Christopher Columbus, and Lewis and Clark who forged into unknown territory and exemplified characteristics of curiosity and perseverance. Third graders will be able to explain why people came to America from other countries and be willing to leave their lives to join a new community. They will build knowledge of geographical features and gain specific map reading skills to navigate a deeper understanding of these individuals’ accomplishments.
    Unit 2: Pulling Together
    How do individuals pull together to improve their communities?
    (Hardship and Unity)
    As communities push forward to explore new places, they began to pull back together to face challenges locally, in America and across the world. The Great Depression threatened the way of life of all Americans and World War II was a threat to freedom-loving people everywhere. It was a time for great leaders and heroes to unify the nation to meet the challenges of hard times and war. Students will learn how government provides a needed structure for unifying during trying times. They will see themselves as part of a system designed to help address hardship.
    “Hardship and Unity” helps students explore the qualities of leadership and heroism that pulled local communities, the American community, and world communities together. Students will examine the qualities that made great leaders such as Franklin Roosevelt, and the impact of their leadership during times of trouble. This unit will provide them with the context to examine historical events on the various stages where they occur.
    Unit 3: Pushing the Limits
    Why do individuals push the limits to make life better?
    (Invention, Progress, and Social Change)
    Established communities witnessed significant changes all over America and the world. Inventions such as the automobile and the telephone began to change the way of life of virtually every American and affect standards of living, communication, and transportation in profound ways. New methods of production altered both the marketplace and the workplace. The inventors and innovators who created this revolution and the changes they brought to the new century are the subject of “Pushing the Limits.” Third graders will see how and why significant individuals have changed the community and the world through innovations in science and technology. For example, third graders will study individuals such as Henry Ford, Louis Pasteur, Cyrus McCormick, Jonas Salk, and Louis Daguerre, and ask questions about what motivates individuals to make those changes.
    Progress was made in less tangible ways as well. Individuals of outstanding character, determination and sense of mission propelled them to lead and inspire others in the areas of civil rights, the status of women, and attitudes toward war, morality and family values. Third graders will learn about the accomplishments and characteristics of individuals like Clara Barton, Helen Keller, Jane Addams and Harriet Tubman. They will understand first hand how the government works and how it changes to support a changing community.
    Unit 4: Pulling Our Own Weight
    How do individuals pull their own weight to make their world better?
    Local, American and world communities are far different in the 21st Century than they were in the year 1900. Changes in communication, transportation, ways of making a living, and culture have significantly improved standards of living but have raised challenges to quality of life and the environment.
    In this unit, students explore these changes by comparing and contrasting life in multiple eras and on the global stage. While analyzing the advantages of modern communication and other improvements in communities, they also examine the darker side of progress, including pollution, exhaustion of resources, overcrowding, and increased stress. “Pulling Our Own Weight” is a culmination of the previous units in the year as students turn their learning inward. They will look at the rights and responsibilities of being a productive citizen in the community, and examine how that applies directly to their lives.

    1st 9 weeks

    2nd 9 Weeks

    3rd 9 Weeks

    4th 9 Weeks

    - Lab safety / Notebooks
    - Weather patterns
    - Properties and states of
    - Mixtures

    - Characteristics of the Sun
    - Sun, Earth, Moon, Planets
    - Forms of energy
    - Observing forces and motion

    - Rapid changes to the Earth's
    - Soil formation
    - Use and conservation of

    - Life cycles
    - Survival and adaptations
    - Ecosystems
    - Food chains