**Key Ideas and Details**

*ELA.RI.3.1*: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

Activity | Page |
---|---|

A Problem and a Solution | 62 |

Native Americans | 130 |

Colonial Communities | 132 |

Community Helpers | 133 |

Learning About the World | 137 |

An Important Declaration | 141 |

The Constitution | 142 |

The Flag of America | 143 |

The Pledge | 144 |

State Symbols | 145 |

The Three Branches | 146 |

Important Americans | 147 |

The State of Things | 150 |

Understanding Mass and Matter | 151 |

Speed and Motion | 153 |

The Forces of Push and Pull | 154 |

Gravity: The Ultimate Force | 155 |

All About Environment | 156 |

Food Chains | 158 |

The Amazing Water Cycle | 159 |

Life Changes | 160 |

Phases and Changes | 161 |

Our Solar System | 162 |

The Inner and Outer Planets | 163 |

All in the Procedure | 164 |

Reading the Charts | 165 |

Using Numbers in Science | 166 |

The Candle Experiment | 167 |

Understanding Morals and Themes | 183 |

**Key Ideas and Details**

*ELA.RI.3.3*: Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.

Activity | Page |
---|---|

Pioneers | 131 |

Reading a Pie Graph | 140 |

An Important Declaration | 141 |

The Constitution | 142 |

The Three Branches | 146 |

Major Holidays | 148 |

Energy | 149 |

The Forces of Push and Pull | 154 |

Gravity: The Ultimate Force | 155 |

The Amazing Water Cycle | 159 |

All in the Procedure | 164 |

Reading the Charts | 165 |

Using Numbers in Science | 166 |

The Candle Experiment | 167 |

Paragraph Writing | 177 |

**Key Ideas and Details**

*ELA.RI.3.2*: Determine the main idea of a text; recount the key details and explain how they support the main idea.

Activity | Page |
---|---|

An Important Declaration | 141 |

The Constitution | 142 |

**Craft and Structure**

*ELA.RI.3.4*: Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a *grade 3 topic or subject area*.

Activity | Page |
---|---|

Categories of Literature | 70 |

All in the View | 71 |

Native Americans | 130 |

Pioneers | 131 |

Colonial Communities | 132 |

Community Helpers | 133 |

Learning About the World | 137 |

Directions on a Map | 138 |

Reading a Pie Graph | 140 |

An Important Declaration | 141 |

The Constitution | 142 |

The Pledge | 144 |

The Three Branches | 146 |

Major Holidays | 148 |

Energy | 149 |

The State of Things | 150 |

Understanding Mass and Matter | 151 |

Defining the Words | 152 |

Speed and Motion | 153 |

The Forces of Push and Pull | 154 |

Gravity: The Ultimate Force | 155 |

All About Environment | 156 |

Different Places | 157 |

Food Chains | 158 |

The Amazing Water Cycle | 159 |

Life Changes | 160 |

Phases and Changes | 161 |

The Inner and Outer Planets | 163 |

All in the Procedure | 164 |

Reading the Charts | 165 |

Using Numbers in Science | 166 |

The Candle Experiment | 167 |

Understanding Genre | 180 |

**Craft and Structure**

*ELA.RI.3.5*: Use text features and search tools (e.g., *key words, sidebars, hyperlinks*) to locate information relevant to a given topic efficiently.

Activity | Page |
---|---|

Knowing the Parts | 72 |

Using a Glossary | 73 |

State Symbols | 145 |

Major Holidays | 148 |

**Integration of Knowledge and Ideas**

*ELA.RI.3.7*: Use information gained from illustrations (e.g., *maps, photographs*) and the words in a text to demonstrate understanding of the text (e.g., *where, when, why, and how key events occur*).

Activity | Page |
---|---|

Why Write It? | 61 |

When and Where | 64 |

Native Americans | 130 |

Pioneers | 131 |

Colonial Communities | 132 |

Community Helpers | 133 |

Community Buildings | 134 |

Know Your World | 135 |

Reading a Graph | 136 |

Learning About the World | 137 |

Directions on a Map | 138 |

Understanding a Map Key | 139 |

Reading a Pie Graph | 140 |

An Important Declaration | 141 |

The Constitution | 142 |

The Flag of America | 143 |

The Pledge | 144 |

State Symbols | 145 |

The Three Branches | 146 |

Important Americans | 147 |

Major Holidays | 148 |

Energy | 149 |

The State of Things | 150 |

Understanding Mass and Matter | 151 |

Defining the Words | 152 |

The Forces of Push and Pull | 154 |

Gravity: The Ultimate Force | 155 |

Different Places | 157 |

Food Chains | 158 |

The Amazing Water Cycle | 159 |

Life Changes | 160 |

Phases and Changes | 161 |

The Inner and Outer Planets | 163 |

Reading the Charts | 165 |

The Candle Experiment | 167 |

**Integration of Knowledge and Ideas**

*ELA.RI.3.8*: Describe the logical connection between particular sentences and paragraphs in a text(e.g., *comparison, cause/effect, first/second/third in a sequence*).

Activity | Page |
---|---|

First This, Then That | 63 |

Pioneers | 131 |

The Three Branches | 146 |

Phases and Changes | 161 |

All in the Procedure | 164 |

Reading the Charts | 165 |

**Integration of Knowledge and Ideas**

*ELA.RI.3.9*: Compare and contrast the most important points and key details presented in two texts on the same topic.

Activity | Page |
---|---|

Native Americans | 130 |

**Range of Reading and Level of Text Complexity**

*ELA.RI.3.10*: By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2–3 text complexity band independently and proficiently.

Activity | Page |
---|---|

Native Americans | 130 |

Colonial Communities | 132 |

An Important Declaration | 141 |

The Constitution | 142 |

The Flag of America | 143 |

The Pledge | 144 |

State Symbols | 145 |

The Three Branches | 146 |

Important Americans | 147 |

Major Holidays | 148 |

Energy | 149 |

The State of Things | 150 |

Understanding Mass and Matter | 151 |

The Forces of Push and Pull | 154 |

Gravity: The Ultimate Force | 155 |

All About Environment | 156 |

Food Chains | 158 |

The Amazing Water Cycle | 159 |

Life Changes | 160 |

Phases and Changes | 161 |

Our Solar System | 162 |

All in the Procedure | 164 |

Reading the Charts | 165 |

Using Numbers in Science | 166 |

The Candle Experiment | 167 |

Paragraph Writing | 177 |

**Conventions of Standard English**

*ELA.L.3.2*: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Activity | Page |
---|---|

A is for Ant | 8 |

B is for Bee | 9 |

C is for Cake | 10 |

D is for Dog | 11 |

E is for Egg | 12 |

F is for Fairy | 13 |

G is for Goat | 14 |

H is for Home | 15 |

I is for Igloo | 16 |

J is for Jam | 17 |

K is for Key | 18 |

L is for Lion | 19 |

M is for Mice | 20 |

N is for Nut | 21 |

O is for Ocean | 22 |

P is for Party | 23 |

Q is for Quilt | 24 |

R is for Rake | 25 |

S is for Snow | 26 |

T is for Tiger | 27 |

U is for Unit | 28 |

V is for Violin | 29 |

W is for Whale | 30 |

X is for X-ray | 31 |

Y is for Yellow | 32 |

Z is for Zipper | 33 |

Numbers | 34 |

Putting It All Together | 35 |

Watch Those Double Negatives | 45 |

The Book of Words | 47 |

Putting It All Together | 48 |

Itâ€™s Proper to Capitalize | 49 |

Capital Quotes | 50 |

End It | 51 |

How Does It End? | 52 |

This, This, and This | 53 |

Commas in Dates and Addresses | 54 |

Exact Words | 55 |

Someoneâ€™s Speaking | 56 |

Time and Colons | 57 |

Being Friendly | 58 |

Same Sound, Different Spelling | 60 |

Knowing the Parts | 72 |

Using a Glossary | 73 |

Quotation Marks with Titles | 179 |

**Conventions of Standard English**

*ELA.L.3.1*: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Activity | Page |
---|---|

Whatâ€™s Common and Proper? | 36 |

More Than One? | 37 |

Simple Subjects Are Very Simple | 38 |

Simple Predicates Can be Simple | 39 |

Past, Present, and Future | 40 |

Verbs and More Verbs | 41 |

Describing Words | 42 |

All Adverbs | 43 |

Words that Connect | 44 |

Putting It All Together | 48 |

Pronouns and Antecedents | 178 |

**Knowledge of Language**

*ELA.L.3.3*: Use knowledge of language and its conventions when writing, speaking, reading, or listening.

Activity | Page |
---|---|

Why Write It? | 61 |

Say It in a Few Words | 74 |

Recognizing Stereotypes | 182 |

**Vocabulary Acquisition and Use**

*ELA.L.3.5*: Demonstrate understanding of figurative language, word relationships and nuances in word meanings.

Activity | Page |
---|---|

Describing Words | 42 |

Watch Those Double Negatives | 45 |

Recognizing Prefixes and Suffixes | 46 |

Alike and Different | 59 |

Same Sound, Different Spelling | 60 |

A Big, Fun Word | 67 |

Fun with the Same Sound | 68 |

Show What You Know | 69 |

Idioms | 181 |

**Vocabulary Acquisition and Use**

*ELA.L.3.6*: Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., *After dinner that night we went looking for them*).

Activity | Page |
---|---|

Watch Those Double Negatives | 45 |

**Vocabulary Acquisition and Use**

*ELA.L.3.4*: Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.

Activity | Page |
---|---|

Watch Those Double Negatives | 45 |

Recognizing Prefixes and Suffixes | 46 |

The Book of Words | 47 |

Alike and Different | 59 |

Same Sound, Different Spelling | 60 |

Knowing the Parts | 72 |

Using a Glossary | 73 |

Recognizing Stereotypes | 182 |

**Represent and solve problems involving multiplication and division.**

*Math.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*.

Activity | Page |
---|---|

Multiplication and Addition Have Much in Common | 96 |

Fly High! Let's Multiply! | 97 |

Multiply Some More | 98 |

Multiplying Dots Is Not Hard! | 99 |

Making Connections | 100 |

Mixed Practice | 106 |

**Represent and solve problems involving multiplication and division.**

*Math.3.OA.A.2*: Interpret whole-number 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*.

Activity | Page |
---|---|

Practice Division | 101 |

The Purr-fect Answer | 102 |

Divide and Conquer | 105 |

Mixed Practice | 106 |

Division | 184 |

Finding the Mean or Average | 189 |

**Represent and solve problems involving multiplication and division.**

*Math.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.

Activity | Page |
---|---|

Divide and Conquer | 105 |

**Understand properties of multiplication and the relationship between multiplication and division.**

*Math.3.OA.B.6*: Understand division as an unknown-factor problem. *For example, find 32 ÷ 8 by finding the number that makes 32 when multiplied by 8*.

Activity | Page |
---|---|

Making Connections | 100 |

Practice Division | 101 |

The Purr-fect Answer | 102 |

Divide and Conquer | 105 |

Mixed Practice | 106 |

**Multiply and divide within 100.**

*Math.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 one-digit numbers.

Activity | Page |
---|---|

Multiplication and Addition Have Much in Common | 96 |

Fly High! Let's Multiply! | 97 |

Multiply Some More | 98 |

Multiplying Dots Is Not Hard! | 99 |

Making Connections | 100 |

Practice Division | 101 |

The Purr-fect Answer | 102 |

Divide and Conquer | 105 |

Mixed Practice | 106 |

**Solve problems involving the four operations, and identify and explain patterns in arithmetic.**

*Math.3.OA.D.8*: Solve two-step 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.(This standard is limited to problems posed with whole numbers and having whole-number answers; students should know how to perform operations in the conventional order when there are no parentheses to specify a particular order).

Activity | Page |
---|---|

Read It and Write | 83 |

Word Problems Rock! | 84 |

Animal Subtraction | 94 |

Divide and Conquer | 105 |

**Solve problems involving the four operations, and identify and explain patterns in arithmetic.**

*Math.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*.

Activity | Page |
---|---|

Multiplication and Addition Have Much in Common | 96 |

**Use place value understanding and properties of operations to perform multi-digit arithmetic.4**

*Math.3.NBT.A.2*: Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.

Activity | Page |
---|---|

The Key to Addition | 76 |

Reverse Addition | 77 |

The Heart of Addition | 78 |

"Tri" This | 79 |

Expert at Addition | 80 |

The Decimal Place | 81 |

Decimal Magic | 82 |

Read It and Write | 83 |

Word Problems Rock! | 84 |

Simply Picture This | 85 |

Subtracting Double Digits | 86 |

Race into Action with Double-Digit Subtraction | 87 |

Regroup When You Subtract | 88 |

Three Times the Fun | 89 |

Triple-Decker Subtraction | 90 |

Hop Into Some Subtraction Review | 91 |

Decimals: One Simple Rule | 92 |

Subtraction with Decimals | 93 |

Animal Subtraction | 94 |

All Mixed Up | 95 |

Multiplication and Addition Have Much in Common | 96 |

Subtracting Money | 190 |

**Use place value understanding and properties of operations to perform multi-digit arithmetic.4**

*Math.3.NBT.A.3*: Multiply one-digit whole numbers by multiples of 10 in the range 10–90 (e.g., 9 × 80, 5 × 60) using strategies based on place value and properties of operations.

Activity | Page |
---|---|

Multiplication and Addition Have Much in Common | 96 |

Fly High! Let's Multiply! | 97 |

Multiplying Dots Is Not Hard! | 99 |

Making Connections | 100 |

Mixed Practice | 106 |

**Use place value understanding and properties of operations to perform multi-digit arithmetic.4**

*Math.3.NBT.A.1*: Use place value understanding to round whole numbers to the nearest 10 or 100.

Activity | Page |
---|---|

Up or Down | 113 |

Rounding Rocks! | 114 |

Rounding Numbers | 115 |

**Develop understanding of fractions as numbers.**

*Math.3.NF.A.3*: Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size.

Activity | Page |
---|---|

Not the Whole Thing | 107 |

Adding Fractions | 110 |

Subtracting with Fractions | 111 |

Fractions: Adding and Subtracting | 112 |

**Develop understanding of fractions as numbers.**

*Math.3.NF.A.1*: Understand a fraction 1/*b* as the quantity formed by 1 part when *a* whole is partitioned into *b* equal parts; understand a fraction *a*/*b* as the quantity formed by a parts of size 1/*b*.

Activity | Page |
---|---|

Not the Whole Thing | 107 |

Just a Part | 108 |

Looking at Fractions | 109 |

**Solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects.**

*Math.3.MD.A.2*: Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l).(Excludes compound units such as cm3 and finding the geometric volume of a container) Add, subtract, multiply, or divide to solve one-step 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.(Excludes multiplicative comparison problems (problems involving notions of "times as much").

Activity | Page |
---|---|

Liquid Measurement | 122 |

Measuring Liquids in Metrics | 123 |

Why Weight? | 124 |

**Solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects.**

*Math.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.

Activity | Page |
---|---|

Measuring Time | 125 |

Telling Time | 126 |

Measure by Fives to Tell Time | 127 |

**Geometric measurement: understand concepts of area and relate area to multiplication and to addition.**

*Math.3.MD.C.5*: Recognize area as an attribute of plane figures and understand concepts of area measurement.

Activity | Page |
---|---|

It's My Area | 119 |

**Geometric measurement: understand concepts of area and relate area to multiplication and to addition.**

*Math.3.MD.C.7*: Relate area to the operations of multiplication and addition.

Activity | Page |
---|---|

It's My Area | 119 |

**Geometric measurement: understand concepts of area and relate area to multiplication and to addition.**

*Math.3.MD.C.6*: Measure areas by counting unit squares (square cm, square m, square in, square ft, and improvised units).

Activity | Page |
---|---|

It's My Area | 119 |

**Geometric measurement: recognize perimeter as an attribute of plane figures and distinguish between linear and area measures.**

*Math.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.

Activity | Page |
---|---|

Perimeter? What's That? | 118 |

**Reason with shapes and their attributes.**

*Math.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.

Activity | Page |
---|---|

Basic Shapes | 128 |

Shapes with Shape | 129 |

Common Core State Standards and Expectations© Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.