COMMON CORE STATE STANDARDS THIRD GRADE

COMMON CORE STATE STANDARDS THIRD GRADE ENGLISH LANGUAGE ARTS STANDARDS» READING: LITERATURE KEY IDEAS AND DETAILS RL.3.1. Ask and answer questins t demnstrate understanding f a text, referring explicitly t the text as the basis fr the answers. RL.3.2. Recunt stries, including fables, flktales, and myths frm diverse cultures; determine the central message, lessn, r mral and explain hw it is cnveyed thrugh key details in the text. RL.3.3. Describe characters in a stry (e.g., their traits, mtivatins, r feelings) and explain hw their actins cntribute t the sequence f events. CRAFT AND STRUCTURE RL.3.4. Determine the meaning f wrds and phrases as they are used in a text, distinguishing literal frm nnliteral language. RL.3.5. Refer t parts f stries, dramas, and pems when writing r speaking abut a text, using terms such as chapter, scene, and stanza; describe hw each successive part builds n earlier sectins. RL.3.6. Distinguish their wn pint f view frm that f the narratr r thse f the characters. INTEGRATION OF KNOWLEDGE AND IDEAS RL.3.7. Explain hw specific aspects f a text s illustratins cntribute t what is cnveyed by the wrds in a stry (e.g., create md, emphasize aspects f a character r setting). RL.3.8. (Nt applicable t literature) RL.3.9. Cmpare and cntrast the themes, settings, and plts f stries written by the same authr abut the same r similar characters (e.g., in bks frm a series). RANGE OF READING AND COMPLEXITY OF TEXT RL.3.10. By the end f the year, read and cmprehend literature, including stries, dramas, and petry, at the high end f the grades 2 3 text cmplexity band independently and prficiently. Cmmn Cre State Standards Third Grade Page 1

ENGLISH LANGUAGE ARTS STANDARDS» READING: INFORMATIONAL TEXT KEY IDEAS AND DETAILS RI.3.1. Ask and answer questins t demnstrate understanding f a text, referring explicitly t the text as the basis fr the answers. RI.3.2. Determine the main idea f a text; recunt the key details and explain hw they supprt the main idea. RI.3.3. Describe the relatinship between a series f histrical events, scientific ideas r cncepts, r steps in technical prcedures in a text, using language that pertains t time, sequence, and cause/effect. CRAFT AND STRUCTURE RI.3.4. Determine the meaning f general academic and dmain-specific wrds and phrases in a text relevant t a grade 3 tpic r subject area. RI.3.5. Use text features and search tls (e.g., key wrds, sidebars, hyperlinks) t lcate infrmatin relevant t a given tpic efficiently. RI.3.6. Distinguish their wn pint f view frm that f the authr f a text. INTEGRATION OF KNOWLEDGE AND IDEAS RI.3.7. Use infrmatin gained frm illustratins (e.g., maps, phtgraphs) and the wrds in a text t demnstrate understanding f the text (e.g., where, when, why, and hw key events ccur). RI.3.8. Describe the lgical cnnectin between particular sentences and paragraphs in a text (e.g., cmparisn, cause/effect, first/secnd/third in a sequence). RI.3.9. Cmpare and cntrast the mst imprtant pints and key details presented in tw texts n the same tpic. RANGE OF READING AND LEVEL OF TEXT COMPLEXITY RI.3.10. By the end f the year, read and cmprehend infrmatinal texts, including histry/scial studies, science, and technical texts, at the high end f the grades 2 3 text cmplexity band independently and prficiently. Cmmn Cre State Standards Third Grade Page 2

ENGLISH LANGUAGE ARTS STANDARDS» READING: FOUNDATIONAL SKILLS PHONICS AND WORD RECOGNITION RF.3.3. Knw and apply grade-level phnics and wrd analysis skills in decding wrds. Identify and knw the meaning f the mst cmmn prefixes and derivatinal suffixes. Decde wrds with cmmn Latin suffixes. Decde multisyllable wrds. Read grade-apprpriate irregularly spelled wrds. FLUENCY RF.3.4. Read with sufficient accuracy and fluency t supprt cmprehensin. Read grade-level text with purpse and understanding. Read grade-level prse and petry rally with accuracy, apprpriate rate, and expressin. Use cntext t cnfirm r self-crrect wrd recgnitin and understanding, rereading as necessary. ENGLISH LANGUAGE ARTS STANDARDS» WRITING TEXT TYPES AND PURPOSES W.3.1. Write pinin pieces n tpics r texts, supprting a pint f view with reasns. Intrduce the tpic r text they are writing abut, state an pinin, and create an rganizatinal structure that lists reasns. Prvide reasns that supprt the pinin. Use linking wrds and phrases (e.g., because, therefre, since, fr example) t cnnect pinin and reasns. Prvide a cncluding statement r sectin. W.3.2. Write infrmative/explanatry texts t examine a tpic and cnvey ideas and infrmatin clearly. Intrduce a tpic and grup related infrmatin tgether; include illustratins when useful t aiding cmprehensin. Develp the tpic with facts, definitins, and details. Use linking wrds and phrases (e.g., als, anther, and, mre, but) t cnnect ideas within categries f infrmatin. Prvide a cncluding statement r sectin. W.3.3. Write narratives t develp real r imagined experiences r events using effective technique, descriptive details, and clear event sequences. Establish a situatin and intrduce a narratr and/r characters; rganize an event sequence that unflds naturally. Cmmn Cre State Standards Third Grade Page 3

Use dialgue and descriptins f actins, thughts, and feelings t develp experiences and events r shw the respnse f characters t situatins. Use tempral wrds and phrases t signal event rder. Prvide a sense f clsure. PRODUCTION AND DISTRIBUTION OF WRITING W.3.4. With guidance and supprt frm adults, prduce writing in which the develpment and rganizatin are apprpriate t task and purpse. (Grade-specific expectatins fr writing types are defined in standards 1 3 abve.) W.3.5. With guidance and supprt frm peers and adults, develp and strengthen writing as needed by planning, revising, and editing. W.3.6. With guidance and supprt frm adults, use technlgy t prduce and publish writing (using keybarding skills) as well as t interact and cllabrate with thers. RESEARCH TO BUILD AND PRESENT KNOWLEDGE W.3.7. Cnduct shrt research prjects that build knwledge abut a tpic. W.3.8. Recall infrmatin frm experiences r gather infrmatin frm print and digital surces; take brief ntes n surces and srt evidence int prvided categries. W.3.9. (Begins in grade 4) RANGE OF WRITING W.3.10. Write rutinely ver extended time frames (time fr research, reflectin, and revisin) and shrter time frames (a single sitting r a day r tw) fr a range f discipline-specific tasks, purpses, and audiences. ENGLISH LANGUAGE ARTS STANDARDS» SPEAKING & LISTENING COMPREHENSION AND COLLABORATION SL.3.1. Engage effectively in a range f cllabrative discussins (ne-n-ne, in grups, and teacher-led) with diverse partners n grade 3 tpics and texts, building n thers ideas and expressing their wn clearly. Cme t discussins prepared, having read r studied required material; explicitly draw n that preparatin and ther infrmatin knwn abut the tpic t explre ideas under discussin. Fllw agreed-upn rules fr discussins (e.g., gaining the flr in respectful ways, listening t thers with care, speaking ne at a time abut the tpics and texts under discussin). Ask questins t check understanding f infrmatin presented, stay n tpic, and link their cmments t the remarks f thers. Cmmn Cre State Standards Third Grade Page 4

Explain their wn ideas and understanding in light f the discussin. SL.3.2. Determine the main ideas and supprting details f a text read alud r infrmatin presented in diverse media and frmats, including visually, quantitatively, and rally. SL.3.3. Ask and answer questins abut infrmatin frm a speaker, ffering apprpriate elabratin and detail. Presentatin f Knwledge and Ideas SL.3.4. Reprt n a tpic r text, tell a stry, r recunt an experience with apprpriate facts and relevant, descriptive details, speaking clearly at an understandable pace. SL.3.5. Create engaging audi recrdings f stries r pems that demnstrate fluid reading at an understandable pace; add visual displays when apprpriate t emphasize r enhance certain facts r details. SL.3.6. Speak in cmplete sentences when apprpriate t task and situatin in rder t prvide requested detail r clarificatin. ENGLISH LANGUAGE ARTS STANDARDS» LANGUAGE CONVENTIONS OF STANDARD ENGLISH L.3.1. Demnstrate cmmand f the cnventins f standard English grammar and usage when writing r speaking. Explain the functin f nuns, prnuns, verbs, adjectives, and adverbs in general and their functins in particular sentences. Frm and use regular and irregular plural nuns. Use abstract nuns (e.g., childhd). Frm and use regular and irregular verbs. Frm and use the simple (e.g., I walked; I walk; I will walk) verb tenses. Ensure subject-verb and prnun-antecedent agreement.* Frm and use cmparative and superlative adjectives and adverbs, and chse between them depending n what is t be mdified. Use crdinating and subrdinating cnjunctins. Prduce simple, cmpund, and cmplex sentences. L.3.2. Demnstrate cmmand f the cnventins f standard English capitalizatin, punctuatin, and spelling when writing. Capitalize apprpriate wrds in titles. Use cmmas in addresses. Use cmmas and qutatin marks in dialgue. Frm and use pssessives. Use cnventinal spelling fr high-frequency and ther studied wrds and fr adding suffixes t base wrds (e.g., sitting, smiled, cries, happiness). Use spelling patterns and generalizatins (e.g., wrd families, psitin-based spellings, syllable patterns, ending rules, meaningful wrd parts) in writing wrds. Cnsult reference materials, including beginning dictinaries, as needed t check and crrect spellings. Cmmn Cre State Standards Third Grade Page 5

KNOWLEDGE OF LANGUAGE L.3.3. Use knwledge f language and its cnventins when writing, speaking, reading, r listening. Chse wrds and phrases fr effect.* Recgnize and bserve differences between the cnventins f spken and written standard English. VOCABULARY ACQUISITION AND USE L.3.4. Determine r clarify the meaning f unknwn and multiple-meaning wrd and phrases based n grade 3 reading and cntent, chsing flexibly frm a range f strategies. Use sentence-level cntext as a clue t the meaning f a wrd r phrase. Determine the meaning f the new wrd frmed when a knwn affix is added t a knwn wrd (e.g., agreeable/disagreeable, cmfrtable/uncmfrtable, care/careless, heat/preheat). Use a knwn rt wrd as a clue t the meaning f an unknwn wrd with the same rt (e.g., cmpany, cmpanin). Use glssaries r beginning dictinaries, bth print and digital, t determine r clarify the precise meaning f key wrds and phrases. L.3.5. Demnstrate understanding f figurative language, wrd relatinships and nuances in wrd meanings. Distinguish the literal and nnliteral meanings f wrds and phrases in cntext (e.g., take steps). Identify real-life cnnectins between wrds and their use (e.g., describe peple wh are friendly r helpful). Distinguish shades f meaning amng related wrds that describe states f mind r degrees f certainty (e.g., knew, believed, suspected, heard, wndered). L.3.6. Acquire and use accurately grade-apprpriate cnversatinal, general academic, and dmain-specific wrds and phrases, including thse that signal spatial and tempral relatinships (e.g., After dinner that night we went lking fr them). Cmmn Cre State Standards Third Grade Page 6

MATHEMATICS»INTRODUCTION In Grade 3, instructinal time shuld fcus n fur critical areas: (1) develping understanding f multiplicatin and divisin and strategies fr multiplicatin and divisin within 100; (2) develping understanding f fractins, especially unit fractins (fractins with numeratr 1); (3) develping understanding f the structure f rectangular arrays and f area; and (4) describing and analyzing twdimensinal shapes. 1. Students develp an understanding f the meanings f multiplicatin and divisin f whle numbers thrugh activities and prblems invlving equal-sized grups, arrays, and area mdels; multiplicatin is finding an unknwn prduct, and divisin is finding an unknwn factr in these situatins. Fr equal-sized grup situatins, divisin can require finding the unknwn number f grups r the unknwn grup size. Students use prperties f peratins t calculate prducts f whle numbers, using increasingly sphisticated strategies based n these prperties t slve multiplicatin and divisin prblems invlving single-digit factrs. By cmparing a variety f slutin strategies, students learn the relatinship between multiplicatin and divisin. 2. Students develp an understanding f fractins, beginning with unit fractins. Students view fractins in general as being built ut f unit fractins, and they use fractins alng with visual fractin mdels t represent parts f a whle. Students understand that the size f a fractinal part is relative t the size f the whle. Fr example, 1/2 f the paint in a small bucket culd be less paint than 1/3 f the paint in a larger bucket, but 1/3 f a ribbn is lnger than 1/5 f the same ribbn because when the ribbn is divided int 3 equal parts, the parts are lnger than when the ribbn is divided int 5 equal parts. Students are able t use fractins t represent numbers equal t, less than, and greater than ne. They slve prblems that invlve cmparing fractins by using visual fractin mdels and strategies based n nticing equal numeratrs r denminatrs. 3. Students recgnize area as an attribute f tw-dimensinal regins. They measure the area f a shape by finding the ttal number f same-size units f area required t cver the shape withut gaps r verlaps, a square with sides f unit length being the standard unit fr measuring area. Students understand that rectangular arrays can be decmpsed int identical rws r int identical clumns. By decmpsing rectangles int rectangular arrays f squares, students cnnect area t multiplicatin, and justify using multiplicatin t determine the area f a rectangle. 4. Students describe, analyze, and cmpare prperties f tw-dimensinal shapes. They cmpare and classify shapes by their sides and angles, and cnnect these with definitins f shapes. Students als relate their fractin wrk t gemetry by expressing the area f part f a shape as a unit fractin f the whle. Cmmn Cre State Standards Third Grade Page 7

GRADE 3 OVERVIEW OPERATIONS AND ALGEBRAIC THINKING Represent and slve prblems invlving multiplicatin and divisin. Understand prperties f multiplicatin and the relatinship between multiplicatin and divisin. Multiply and divide within 100. Slve prblems invlving the fur peratins, and identify and explain patterns in arithmetic. NUMBER AND OPERATIONS IN BASE TEN Use place value understanding and prperties f peratins t perfrm multi-digit arithmetic. NUMBER AND OPERATIONS FRACTIONS Develp understanding f fractins as numbers. MEASUREMENT AND DATA Slve prblems invlving measurement and estimatin f intervals f time, liquid vlumes, and masses f bjects. Represent and interpret data. Gemetric measurement: understand cncepts f area and relate area t multiplicatin and t additin. Gemetric measurement: recgnize perimeter as an attribute f plane figures and distinguish between linear and area measures. GEOMETRY Reasn with shapes and their attributes. MATHEMATICAL PRACTICES 1.. Make sense f prblems and persevere in slving them. 2. Reasn abstractly and quantitatively. 3. Cnstruct viable arguments and critique the reasning f thers. 4. Mdel with mathematics. 5. Use apprpriate tls strategically. Cmmn Cre State Standards Third Grade Page 8

6. Attend t precisin. 7. Lk fr and make use f structure. 8. Lk fr and express regularity in repeated reasning. MATHEMATICS» OPERATIONS & ALGEBRAIC THINKING REPRESENT AND SOLVE PROBLEMS INVOLVING MULTIPLICATION AND DIVISION. 3.OA.1.Interpret prducts f whle numbers, e.g., interpret 5 7 as the ttal number f bjects in 5 grups f 7 bjects each. Fr example, describe a cntext in which a ttal number f bjects can be expressed as 5 7. 3.OA.2. Interpret whle-number qutients f whle numbers, e.g., interpret 56 8 as the number f bjects in each share when 56 bjects are partitined equally int 8 shares, r as a number f shares when 56 bjects are partitined int equal shares f 8 bjects each. Fr example, describe a cntext in which a number f shares r a number f grups can be expressed as 56 8. 3.OA.3. Use multiplicatin and divisin within 100 t slve wrd prblems in situatins invlving equal grups, arrays, and measurement quantities, e.g., by using drawings and equatins with a symbl fr the unknwn number t represent the prblem. 1 3.OA.4. Determine the unknwn whle number in a multiplicatin r divisin equatin relating three whle numbers. Fr example, determine the unknwn number that makes the equatin true in each f the equatins 8? = 48, 5 = _ 3, 6 6 =? UNDERSTAND PROPERTIES OF MULTIPLICATION AND THE RELATIONSHIP BETWEEN MULTIPLICATION AND DIVISION. 3.OA.5. Apply prperties f peratins as strategies t multiply and divide. 2 Examples: If 6 4 = 24 is knwn, then 4 6 = 24 is als knwn. (Cmmutative prperty f multiplicatin.) 3 5 2 can be fund by 3 5 = 15, then 15 2 = 30, r by 5 2 = 10, then 3 10 = 30. (Assciative prperty f multiplicatin.) Knwing that 8 5 = 40 and 8 2 = 16, ne can find 8 7 as 8 (5 + 2) = (8 5) + (8 2) = 40 + 16 = 56. (Distributive prperty.) 3.OA.6. Understand divisin as an unknwn-factr prblem. Fr example, find 32 8 by finding the number that makes 32 when multiplied by 8. MULTIPLY AND DIVIDE WITHIN 100. 3.OA.7.Fluently multiply and divide within 100, using strategies such as the relatinship between multiplicatin and divisin (e.g., knwing that 8 5 = 40, ne knws 40 5 = 8) r prperties f peratins. By the end f Grade 3, knw frm memry all prducts f tw ne-digit numbers. Cmmn Cre State Standards Third Grade Page 9

SOLVE PROBLEMS INVOLVING THE FOUR OPERATIONS, AND IDENTIFY AND EXPLAIN PATTERNS IN ARITHMETIC. 3.OA.8. Slve tw-step wrd prblems using the fur peratins. Represent these prblems using equatins with a letter standing fr the unknwn quantity. Assess the reasnableness f answers using mental cmputatin and estimatin strategies including runding. 3 3.OA.9. Identify arithmetic patterns (including patterns in the additin table r multiplicatin table), and explain them using prperties f peratins. Fr example, bserve that 4 times a number is always even, and explain why 4 times a number can be decmpsed int tw equal addends. 1 See Glssary, Table 2. 2 Students need nt use frmal terms fr these prperties. 3 This standard is limited t prblems psed with whle numbers and having whle-number answers; students shuld knw hw t perfrm peratins in the cnventinal rder when there are n parentheses t specify a particular rder. MATHEMATICS» NUMBER & OPERATIONS IN BASE TEN USE PLACE VALUE UNDERSTANDING AND PROPERTIES OF OPERATIONS TO PERFORM MULTI-DIGIT ARITHMETIC. 1 3.NBT.1. Use place value understanding t rund whle numbers t the nearest 10 r 100. 3.NBT.2. Fluently add and subtract within 1000 using strategies and algrithms based n place value, prperties f peratins, and/r the relatinship between additin and subtractin. 3.NBT.3. Multiply ne-digit whle numbers by multiples f 10 in the range 10 90 (e.g., 9 80, 5 60) using strategies based n place value and prperties f peratins. 1 A range f algrithms may be used. MATHEMATICS» NUMBER & OPERATIONS FRACTIONS¹ DEVELOP UNDERSTANDING OF FRACTIONS AS NUMBERS. 3.NF.1. Understand a fractin 1/b as the quantity frmed by 1 part when a whle is partitined int b equal parts; understand a fractin a/b as the quantity frmed by a parts f size 1/b. 3.NF.2. Understand a fractin as a number n the number line; represent fractins n a number line diagram. Cmmn Cre State Standards Third Grade Page 10

Represent a fractin 1/b n a number line diagram by defining the interval frm 0 t 1 as the whle and partitining it int b equal parts. Recgnize that each part has size 1/b and that the endpint f the part based at 0 lcates the number 1/b n the number line. Represent a fractin a/b n a number line diagram by marking ff a lengths 1/b frm 0. Recgnize that the resulting interval has size a/b and that its endpint lcates the number a/b n the number line. 3.NF.3. Explain equivalence f fractins in special cases, and cmpare fractins by reasning abut their size. Understand tw fractins as equivalent (equal) if they are the same size, r the same pint n a number line. Recgnize and generate simple equivalent fractins, e.g., 1/2 = 2/4, 4/6 = 2/3). Explain why the fractins are equivalent, e.g., by using a visual fractin mdel. Express whle numbers as fractins, and recgnize fractins that are equivalent t whle numbers. Examples: Express 3 in the frm 3 = 3/1; recgnize that 6/1 = 6; lcate 4/4 and 1 at the same pint f a number line diagram. Cmpare tw fractins with the same numeratr r the same denminatr by reasning abut their size. Recgnize that cmparisns are valid nly when the tw fractins refer t the same whle. Recrd the results f cmparisns with the symbls >, =, r <, and justify the cnclusins, e.g., by using a visual fractin mdel. 1 Grade 3 expectatins in this dmain are limited t fractins with denminatrs 2, 3, 4, 6, 8. MATHEMATICS» MEASUREMENT & DATA SOLVE PROBLEMS INVOLVING MEASUREMENT AND ESTIMATION OF INTERVALS OF TIME, LIQUID VOLUMES, AND MASSES OF OBJECTS. 3.MD.1. Tell and write time t the nearest minute and measure time intervals in minutes. Slve wrd prblems invlving additin and subtractin f time intervals in minutes, e.g., by representing the prblem n a number line diagram. 3.MD.2. Measure and estimate liquid vlumes and masses f bjects using standard units f grams (g), kilgrams (kg), and liters (l). 1 Add, subtract, multiply, r divide t slve ne-step wrd prblems invlving masses r vlumes that are given in the same units, e.g., by using drawings (such as a beaker with a measurement scale) t represent the prblem. 2 REPRESENT AND INTERPRET DATA. 3.MD.3. Draw a scaled picture graph and a scaled bar graph t represent a data set with several categries. Slve ne- and tw-step hw many mre and hw many less prblems using infrmatin presented in scaled bar graphs. Fr example, draw a bar graph in which each square in the bar graph might represent 5 pets. Cmmn Cre State Standards Third Grade Page 11

3.MD.4. Generate measurement data by measuring lengths using rulers marked with halves and furths f an inch. Shw the data by making a line plt, where the hrizntal scale is marked ff in apprpriate units whle numbers, halves, r quarters. GEOMETRIC MEASUREMENT: UNDERSTAND CONCEPTS OF AREA AND RELATE AREA TO MULTIPLICATION AND TO ADDITION. 3.MD.5. Recgnize area as an attribute f plane figures and understand cncepts f area measurement. A square with side length 1 unit, called a unit square, is said t have ne square unit f area, and can be used t measure area. A plane figure which can be cvered withut gaps r verlaps by n unit squares is said t have an area f n square units. 3.MD.6. Measure areas by cunting unit squares (square cm, square m, square in, square ft, and imprvised units). 3.MD.7. Relate area t the peratins f multiplicatin and additin. Find the area f a rectangle with whle-number side lengths by tiling it, and shw that the area is the same as wuld be fund by multiplying the side lengths. Multiply side lengths t find areas f rectangles with whle-number side lengths in the cntext f slving real wrld and mathematical prblems, and represent whle-number prducts as rectangular areas in mathematical reasning. Use tiling t shw in a cncrete case that the area f a rectangle with whle-number side lengths a and b + c is the sum f a b and a c. Use area mdels t represent the distributive prperty in mathematical reasning. Recgnize area as additive. Find areas f rectilinear figures by decmpsing them int nn-verlapping rectangles and adding the areas f the nn-verlapping parts, applying this technique t slve real wrld prblems. GEOMETRIC MEASUREMENT: RECOGNIZE PERIMETER AS AN ATTRIBUTE OF PLANE FIGURES AND DISTINGUISH BETWEEN LINEAR AND AREA MEASURES. 3.MD.8. Slve real wrld and mathematical prblems invlving perimeters f plygns, including finding the perimeter given the side lengths, finding an unknwn side length, and exhibiting rectangles with the same perimeter and different areas r with the same area and different perimeters. 1 Excludes cmpund units such as cm3 and finding the gemetric vlume f a cntainer. 2 Excludes multiplicative cmparisn prblems (prblems invlving ntins f times as much ; see Glssary, Table 2). Cmmn Cre State Standards Third Grade Page 12

MATHEMATICS» GEOMETRY REASON WITH SHAPES AND THEIR ATTRIBUTES. 3.G.1. Understand that shapes in different categries (e.g., rhmbuses, rectangles, and thers) may share attributes (e.g., having fur sides), and that the shared attributes can define a larger categry (e.g., quadrilaterals). Recgnize rhmbuses, rectangles, and squares as examples f quadrilaterals, and draw examples f quadrilaterals that d nt belng t any f these subcategries. 3.G.2. Partitin shapes int parts with equal areas. Express the area f each part as a unit fractin f the whle. Fr example, partitin a shape int 4 parts with equal area, and describe the area f each part as 1/4 f the area f the shape. Cmmn Cre State Standards Third Grade Page 13