**Key Ideas and Details**

*ELA.RL.3.3*: Describe characters in a story (e.g., *their traits, motivations, or feelings*) and explain how their actions contribute to the sequence of events.

Activity | Pages |
---|---|

Seven Times One | 19-21 |

The Ski Jump | 22-24 |

Full of Life | 31-33 |

A New Bike Path | 52-54 |

Making Trail Mix | 64-66 |

Wrapping a Gift | 94-96 |

**Key Ideas and Details**

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

Activity | Pages |
---|---|

Seven Times One | 19-21 |

The Ski Jump | 22-24 |

Catch the Next Train | 25-27 |

Full of Life | 31-33 |

Picking Cotton | 46-48 |

Worth the Wait | 70-72 |

Setting Up to Play | 97-99 |

Organizing a Closet | 100-102 |

**Craft and Structure**

*ELA.RL.3.5*: Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.

Activity | Pages |
---|---|

Seven Times One | 19-21 |

Full of Life | 31-33 |

**Craft and Structure**

*ELA.RL.3.4*: Determine the meaning of words and phrases as they are used in a text, distinguishing literal from non-literal language.

Activity | Pages |
---|---|

Seven Times One | 19-21 |

Full of Life | 31-33 |

Picking Cotton | 46-48 |

A New Bike Path | 52-54 |

Making Trail Mix | 64-66 |

Worth the Wait | 70-72 |

Shelter from a Storm | 85-87 |

Setting Up to Play | 97-99 |

**Craft and Structure**

*ELA.RL.3.6*: Distinguish their own point of view from that of the narrator or those of the characters.

Activity | Pages |
---|---|

Full of Life | 31-33 |

Setting Up to Play | 97-99 |

Organizing a Closet | 100-102 |

**Integration of Knowledge and Ideas**

*ELA.RL.3.7*: Explain how specific aspects of a text's illustrations contribute to what is conveyed by the words in a story (e.g., *create mood, emphasize aspects of a character or setting*).

Activity | Pages |
---|---|

Seven Times One | 19-21 |

Picking Cotton | 46-48 |

A New Bike Path | 52-54 |

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

*ELA.RL.3.10*: By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2-3 text complexity band independently and proficiently.

Activity | Pages |
---|---|

Smart Shopping | 7-9 |

Cycling for a Medal | 10-12 |

Turf and Tree Farms | 13-15 |

Eratosthenes: Prime Numbers | 16-18 |

Seven Times One | 19-21 |

The Ski Jump | 22-24 |

Catch the Next Train | 25-27 |

Modern Medicine Helps People | 28-30 |

Full of Life | 31-33 |

Small Town U.S.A.: Walpi, Arizona | 34-36 |

Charles Goodyear: The Rubber Man | 37-39 |

Johannes Gutenberg: Books for Everyone | 40-42 |

A Land of Extremes | 43-45 |

Picking Cotton | 46-48 |

Our Earth: Water and Land | 49-51 |

A New Bike Path | 52-54 |

Pancakes Any Day | 55-57 |

Concrete Everywhere | 58-60 |

A Five-Hundred-Year-Old Snack | 61-63 |

Making Trail Mix | 64-66 |

A Red Moon | 67-69 |

Worth the Wait | 70-72 |

Summer Eating Fun | 73-75 |

Antoine Lavoisier: Chemistry for Everyone | 76-78 |

Recycling by the Numbers | 79-81 |

Croaks Around the World | 82-84 |

Shelter from a Storm | 85-87 |

Let's Play Ball! | 88-90 |

Think Outside the Box | 91-93 |

Wrapping a Gift | 94-96 |

Setting Up to Play | 97-99 |

Organizing a Closet | 100-102 |

**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 | Pages |
---|---|

Smart Shopping | 7-9 |

Cycling for a Medal | 10-12 |

Turf and Tree Farms | 13-15 |

Modern Medicine Helps People | 28-30 |

Small Town U.S.A.: Walpi, Arizona | 34-36 |

Charles Goodyear: The Rubber Man | 37-39 |

Johannes Gutenberg: Books for Everyone | 40-42 |

A Land of Extremes | 43-45 |

Our Earth: Water and Land | 49-51 |

Pancakes Any Day | 55-57 |

Concrete Everywhere | 58-60 |

A Five-Hundred-Year-Old Snack | 61-63 |

A Red Moon | 67-69 |

Summer Eating Fun | 73-75 |

Recycling by the Numbers | 79-81 |

Croaks Around the World | 82-84 |

Let's Play Ball! | 88-90 |

**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 | Pages |
---|---|

Cycling for a Medal | 10-12 |

Eratosthenes: Prime Numbers | 16-18 |

Modern Medicine Helps People | 28-30 |

Small Town U.S.A.: Walpi, Arizona | 34-36 |

Charles Goodyear: The Rubber Man | 37-39 |

Johannes Gutenberg: Books for Everyone | 40-42 |

A Land of Extremes | 43-45 |

Pancakes Any Day | 55-57 |

Concrete Everywhere | 58-60 |

A Red Moon | 67-69 |

Antoine Lavoisier: Chemistry for Everyone | 76-78 |

Let's Play Ball! | 88-90 |

Think Outside the Box | 91-93 |

**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 | Pages |
---|---|

A Five-Hundred-Year-Old Snack | 61-63 |

A Red Moon | 67-69 |

Think Outside the Box | 91-93 |

**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 | Pages |
---|---|

Smart Shopping | 7-9 |

Cycling for a Medal | 10-12 |

Turf and Tree Farms | 13-15 |

Eratosthenes: Prime Numbers | 16-18 |

Modern Medicine Helps People | 28-30 |

Charles Goodyear: The Rubber Man | 37-39 |

Johannes Gutenberg: Books for Everyone | 40-42 |

A Land of Extremes | 43-45 |

Our Earth: Water and Land | 49-51 |

Pancakes Any Day | 55-57 |

Concrete Everywhere | 58-60 |

A Five-Hundred-Year-Old Snack | 61-63 |

A Red Moon | 67-69 |

Summer Eating Fun | 73-75 |

Antoine Lavoisier: Chemistry for Everyone | 76-78 |

Recycling by the Numbers | 79-81 |

Croaks Around the World | 82-84 |

Let's Play Ball! | 88-90 |

Think Outside the Box | 91-93 |

**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 | Pages |
---|---|

Smart Shopping | 7-9 |

Small Town U.S.A.: Walpi, Arizona | 34-36 |

Johannes Gutenberg: Books for Everyone | 40-42 |

Our Earth: Water and Land | 49-51 |

Concrete Everywhere | 58-60 |

Making Trail Mix | 64-66 |

A Red Moon | 67-69 |

Recycling by the Numbers | 79-81 |

Croaks Around the World | 82-84 |

Let's Play Ball! | 88-90 |

**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 | Pages |
---|---|

Pancakes Any Day | 55-57 |

Croaks Around the World | 82-84 |

**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 | Pages |
---|---|

Smart Shopping | 7-9 |

Cycling for a Medal | 10-12 |

Turf and Tree Farms | 13-15 |

Eratosthenes: Prime Numbers | 16-18 |

Seven Times One | 19-21 |

The Ski Jump | 22-24 |

Catch the Next Train | 25-27 |

Modern Medicine Helps People | 28-30 |

Full of Life | 31-33 |

Small Town U.S.A.: Walpi, Arizona | 34-36 |

Charles Goodyear: The Rubber Man | 37-39 |

Johannes Gutenberg: Books for Everyone | 40-42 |

A Land of Extremes | 43-45 |

Picking Cotton | 46-48 |

Our Earth: Water and Land | 49-51 |

A New Bike Path | 52-54 |

Pancakes Any Day | 55-57 |

Concrete Everywhere | 58-60 |

A Five-Hundred-Year-Old Snack | 61-63 |

Making Trail Mix | 64-66 |

A Red Moon | 67-69 |

Worth the Wait | 70-72 |

Summer Eating Fun | 73-75 |

Antoine Lavoisier: Chemistry for Everyone | 76-78 |

Recycling by the Numbers | 79-81 |

Croaks Around the World | 82-84 |

Shelter from a Storm | 85-87 |

Let's Play Ball! | 88-90 |

Think Outside the Box | 91-93 |

Wrapping a Gift | 94-96 |

Setting Up to Play | 97-99 |

Organizing a Closet | 100-102 |

**Text Types and Purposes**

*ELA.W.3.3*: Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

Activity | Pages |
---|---|

Turf and Tree Farms | 13-15 |

The Ski Jump | 22-24 |

Catch the Next Train | 25-27 |

Full of Life | 31-33 |

Small Town U.S.A.: Walpi, Arizona | 34-36 |

Antoine Lavoisier: Chemistry for Everyone | 76-78 |

Setting Up to Play | 97-99 |

**Text Types and Purposes**

*ELA.W.3.1*: Write opinion pieces on topics or texts, supporting a point of view with reasons.

Activity | Pages |
---|---|

Turf and Tree Farms | 13-15 |

Full of Life | 31-33 |

Our Earth: Water and Land | 49-51 |

A Five-Hundred-Year-Old Snack | 61-63 |

Croaks Around the World | 82-84 |

Think Outside the Box | 91-93 |

Organizing a Closet | 100-102 |

**Text Types and Purposes**

*ELA.W.3.2*: Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

Activity | Pages |
---|---|

Charles Goodyear: The Rubber Man | 37-39 |

Pancakes Any Day | 55-57 |

Concrete Everywhere | 58-60 |

A Five-Hundred-Year-Old Snack | 61-63 |

A Red Moon | 67-69 |

Antoine Lavoisier: Chemistry for Everyone | 76-78 |

Setting Up to Play | 97-99 |

**Production and Distribution of Writing**

*ELA.W.3.4*: With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

Activity | Pages |
---|---|

Smart Shopping | 7-9 |

Cycling for a Medal | 10-12 |

Turf and Tree Farms | 13-15 |

Eratosthenes: Prime Numbers | 16-18 |

Seven Times One | 19-21 |

The Ski Jump | 22-24 |

Catch the Next Train | 25-27 |

Modern Medicine Helps People | 28-30 |

Full of Life | 31-33 |

Charles Goodyear: The Rubber Man | 37-39 |

Johannes Gutenberg: Books for Everyone | 40-42 |

A Land of Extremes | 43-45 |

Picking Cotton | 46-48 |

Our Earth: Water and Land | 49-51 |

A New Bike Path | 52-54 |

Pancakes Any Day | 55-57 |

Concrete Everywhere | 58-60 |

A Five-Hundred-Year-Old Snack | 61-63 |

Making Trail Mix | 64-66 |

A Red Moon | 67-69 |

Worth the Wait | 70-72 |

Summer Eating Fun | 73-75 |

Antoine Lavoisier: Chemistry for Everyone | 76-78 |

Recycling by the Numbers | 79-81 |

Croaks Around the World | 82-84 |

Shelter from a Storm | 85-87 |

Let's Play Ball! | 88-90 |

Think Outside the Box | 91-93 |

Wrapping a Gift | 94-96 |

Setting Up to Play | 97-99 |

Organizing a Closet | 100-102 |

**Research to Build and Present Knowledge**

*ELA.W.3.8*: Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.

Activity | Pages |
---|---|

Smart Shopping | 7-9 |

Cycling for a Medal | 10-12 |

The Ski Jump | 22-24 |

Catch the Next Train | 25-27 |

Small Town U.S.A.: Walpi, Arizona | 34-36 |

A Land of Extremes | 43-45 |

Our Earth: Water and Land | 49-51 |

Concrete Everywhere | 58-60 |

Making Trail Mix | 64-66 |

A Red Moon | 67-69 |

Worth the Wait | 70-72 |

Antoine Lavoisier: Chemistry for Everyone | 76-78 |

Recycling by the Numbers | 79-81 |

Croaks Around the World | 82-84 |

Shelter from a Storm | 85-87 |

Let's Play Ball! | 88-90 |

**Research to Build and Present Knowledge**

*ELA.W.3.7*: Conduct short research projects that build knowledge about a topic.

Activity | Pages |
---|---|

The Ski Jump | 22-24 |

Small Town U.S.A.: Walpi, Arizona | 34-36 |

A Land of Extremes | 43-45 |

Our Earth: Water and Land | 49-51 |

A Red Moon | 67-69 |

Antoine Lavoisier: Chemistry for Everyone | 76-78 |

Shelter from a Storm | 85-87 |

Think Outside the Box | 91-93 |

**Range of Writing**

*ELA.W.3.10*: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Activity | Pages |
---|---|

Smart Shopping | 7-9 |

Cycling for a Medal | 10-12 |

Turf and Tree Farms | 13-15 |

Eratosthenes: Prime Numbers | 16-18 |

Seven Times One | 19-21 |

The Ski Jump | 22-24 |

Catch the Next Train | 25-27 |

Modern Medicine Helps People | 28-30 |

Full of Life | 31-33 |

Small Town U.S.A.: Walpi, Arizona | 34-36 |

Charles Goodyear: The Rubber Man | 37-39 |

Johannes Gutenberg: Books for Everyone | 40-42 |

A Land of Extremes | 43-45 |

Picking Cotton | 46-48 |

Our Earth: Water and Land | 49-51 |

A New Bike Path | 52-54 |

Pancakes Any Day | 55-57 |

Concrete Everywhere | 58-60 |

A Five-Hundred-Year-Old Snack | 61-63 |

Making Trail Mix | 64-66 |

A Red Moon | 67-69 |

Worth the Wait | 70-72 |

Summer Eating Fun | 73-75 |

Antoine Lavoisier: Chemistry for Everyone | 76-78 |

Recycling by the Numbers | 79-81 |

Croaks Around the World | 82-84 |

Shelter from a Storm | 85-87 |

Let's Play Ball! | 88-90 |

Think Outside the Box | 91-93 |

Wrapping a Gift | 94-96 |

Setting Up to Play | 97-99 |

Organizing a Closet | 100-102 |

**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 | Pages |
---|---|

Smart Shopping | 7-9 |

Cycling for a Medal | 10-12 |

Turf and Tree Farms | 13-15 |

Summer Eating Fun | 73-75 |

Shelter from a Storm | 85-87 |

**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 | Pages |
---|---|

Smart Shopping | 7-9 |

Turf and Tree Farms | 13-15 |

Eratosthenes: Prime Numbers | 16-18 |

The Ski Jump | 22-24 |

Catch the Next Train | 25-27 |

Summer Eating Fun | 73-75 |

Shelter from a Storm | 85-87 |

**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 | Pages |
---|---|

Smart Shopping | 7-9 |

Cycling for a Medal | 10-12 |

Turf and Tree Farms | 13-15 |

Catch the Next Train | 25-27 |

A Land of Extremes | 43-45 |

Picking Cotton | 46-48 |

Worth the Wait | 70-72 |

Shelter from a Storm | 85-87 |

Setting Up to Play | 97-99 |

Organizing a Closet | 100-102 |

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

*Math.3.OA.A.4*: Determine the unknown whole number in a multiplication or division equation relating three whole numbers. *For example, determine the unknown number that makes the equation true in each of the equations 8 × ? = 48, 5 = _ ÷ 3, 6 × 6 = ?*

Activity | Pages |
---|---|

Turf and Tree Farms | 13-15 |

The Ski Jump | 22-24 |

Summer Eating Fun | 73-75 |

Recycling by the Numbers | 79-81 |

Shelter from a Storm | 85-87 |

**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 | Pages |
---|---|

Cycling for a Medal | 10-12 |

Turf and Tree Farms | 13-15 |

Eratosthenes: Prime Numbers | 16-18 |

Antoine Lavoisier: Chemistry for Everyone | 76-78 |

Wrapping a Gift | 94-96 |

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

*Math.3.OA.B.5*: Apply properties of operations as strategies to multiply and divide. *Examples: If 6 × 4 = 24 is known, then 4 × 6 = 24 is also known. (Commutative property of multiplication.) 3 × 5 × 2 can be found by 3 × 5 = 15, then 15 × 2 = 30, or by 5 × 2 = 10, then 3 × 10 = 30. (Associative property of multiplication.) Knowing that 8 × 5 = 40 and 8 × 2 = 16, one can find 8 × 7 as 8 × (5 + 2) = (8 × 5) + (8 × 2) = 40 + 16 = 56. (Distributive property.)*

Activity | Pages |
---|---|

Turf and Tree Farms | 13-15 |

Seven Times One | 19-21 |

The Ski Jump | 22-24 |

Catch the Next Train | 25-27 |

Johannes Gutenberg: Books for Everyone | 40-42 |

Concrete Everywhere | 58-60 |

Summer Eating Fun | 73-75 |

Wrapping a Gift | 94-96 |

Setting Up to Play | 97-99 |

**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 | Pages |
---|---|

Turf and Tree Farms | 13-15 |

Eratosthenes: Prime Numbers | 16-18 |

Seven Times One | 19-21 |

The Ski Jump | 22-24 |

Catch the Next Train | 25-27 |

A Land of Extremes | 43-45 |

Picking Cotton | 46-48 |

Summer Eating Fun | 73-75 |

Shelter from a Storm | 85-87 |

**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 | Pages |
---|---|

Cycling for a Medal | 10-12 |

Turf and Tree Farms | 13-15 |

The Ski Jump | 22-24 |

Small Town U.S.A.: Walpi, Arizona | 34-36 |

Charles Goodyear: The Rubber Man | 37-39 |

Johannes Gutenberg: Books for Everyone | 40-42 |

A Land of Extremes | 43-45 |

Picking Cotton | 46-48 |

Our Earth: Water and Land | 49-51 |

A Red Moon | 67-69 |

Summer Eating Fun | 73-75 |

Recycling by the Numbers | 79-81 |

Wrapping a Gift | 94-96 |

**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 | Pages |
---|---|

Seven Times One | 19-21 |

Catch the Next Train | 25-27 |

**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 | Pages |
---|---|

Smart Shopping | 7-9 |

The Ski Jump | 22-24 |

Johannes Gutenberg: Books for Everyone | 40-42 |

A Land of Extremes | 43-45 |

Antoine Lavoisier: Chemistry for Everyone | 76-78 |

Recycling by the Numbers | 79-81 |

Wrapping a Gift | 94-96 |

**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 | Pages |
---|---|

The Ski Jump | 22-24 |

Modern Medicine Helps People | 28-30 |

Full of Life | 31-33 |

Small Town U.S.A.: Walpi, Arizona | 34-36 |

Charles Goodyear: The Rubber Man | 37-39 |

Johannes Gutenberg: Books for Everyone | 40-42 |

Worth the Wait | 70-72 |

**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 | Pages |
---|---|

Modern Medicine Helps People | 28-30 |

Full of Life | 31-33 |

Small Town U.S.A.: Walpi, Arizona | 34-36 |

Charles Goodyear: The Rubber Man | 37-39 |

Johannes Gutenberg: Books for Everyone | 40-42 |

Picking Cotton | 46-48 |

A Red Moon | 67-69 |

Antoine Lavoisier: Chemistry for Everyone | 76-78 |

Recycling by the Numbers | 79-81 |

**Develop understanding of fractions as numbers.**

*Math.3.NF.A.2*: Understand a fraction as a number on the number line; represent fractions on a number line diagram.

Activity | Pages |
---|---|

Modern Medicine Helps People | 28-30 |

Our Earth: Water and Land | 49-51 |

A New Bike Path | 52-54 |

Pancakes Any Day | 55-57 |

Summer Eating Fun | 73-75 |

Antoine Lavoisier: Chemistry for Everyone | 76-78 |

Croaks Around the World | 82-84 |

**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 | Pages |
---|---|

Picking Cotton | 46-48 |

Our Earth: Water and Land | 49-51 |

Pancakes Any Day | 55-57 |

Concrete Everywhere | 58-60 |

A Five-Hundred-Year-Old Snack | 61-63 |

Making Trail Mix | 64-66 |

**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 | Pages |
---|---|

Picking Cotton | 46-48 |

Our Earth: Water and Land | 49-51 |

A New Bike Path | 52-54 |

Pancakes Any Day | 55-57 |

Concrete Everywhere | 58-60 |

A Five-Hundred-Year-Old Snack | 61-63 |

Making Trail Mix | 64-66 |

Summer Eating Fun | 73-75 |

Croaks Around the World | 82-84 |

Setting Up to Play | 97-99 |

Organizing a Closet | 100-102 |

**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 | Pages |
---|---|

Cycling for a Medal | 10-12 |

Catch the Next Train | 25-27 |

Charles Goodyear: The Rubber Man | 37-39 |

A Red Moon | 67-69 |

Worth the Wait | 70-72 |

**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 | Pages |
---|---|

Summer Eating Fun | 73-75 |

Antoine Lavoisier: Chemistry for Everyone | 76-78 |

**Represent and interpret data.**

*Math.3.MD.B.3*: Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step “how many more” and “how many less” problems using information presented in scaled bar graphs. *For example, draw a bar graph in which each square in the bar graph might represent 5 pets*.

Activity | Pages |
---|---|

Making Trail Mix | 64-66 |

Recycling by the Numbers | 79-81 |

**Represent and interpret data.**

*Math.3.MD.B.4*: Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units— whole numbers, halves, or quarters.

Activity | Pages |
---|---|

Croaks Around the World | 82-84 |

**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 | Pages |
---|---|

Turf and Tree Farms | 13-15 |

Shelter from a Storm | 85-87 |

Wrapping a Gift | 94-96 |

Setting Up to Play | 97-99 |

Organizing a Closet | 100-102 |

**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 | Pages |
---|---|

Shelter from a Storm | 85-87 |

Wrapping a Gift | 94-96 |

Setting Up to Play | 97-99 |

**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 | Pages |
---|---|

Shelter from a Storm | 85-87 |

Let's Play Ball! | 88-90 |

Wrapping a Gift | 94-96 |

**Reason with shapes and their attributes.**

*Math.3.G.A.2*: Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole. *For example, partition a shape into 4 parts with equal area, and describe the area of each part as 1/4 of the area of the shape*.

Activity | Pages |
---|---|

A Five-Hundred-Year-Old Snack | 61-63 |

Wrapping a Gift | 94-96 |

Setting Up to Play | 97-99 |

Organizing a Closet | 100-102 |

**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 | Pages |
---|---|

Let's Play Ball! | 88-90 |

Think Outside the Box | 91-93 |

Wrapping a Gift | 94-96 |

Setting Up to Play | 97-99 |

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.