Common Core State Standards (CCSS) Correlations

Summertime Learning Grade 3

Summertime Learning Grade 3

N/A

Strand - Reading Standards: Informational Text, Grade 3

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.

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Sequencing Events 16
Giant Bubbles 76
Using Schedules 88

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.

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Sequencing Events 16
Irrelevant Details 28
The Secret 36
Giant Bubbles 76
Using Schedules 88

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.

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On the Beach 48
Farmer Grey’s Morning 68

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.

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Prefixes 12
Suffixes 24
Sneaky Snake 32
Compound Words 44
Seeing and Hearing 52
Synonyms 64
Antonyms 72
Giant Bubbles 76
Rodeo Sounds 84
Using Schedules 88

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).

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Sequencing Events 16

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).

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On the Beach 48
Movie Poster 56
Farmer Grey’s Morning 68
Using Schedules 88

Strand - Writing Standards, Grade 3

Text Types and Purposes

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

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It’s Crunchy! 46
Lists 54
Adding Adjectives 82

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.)

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Capitalization 14
Alliteration 18
What Do You Mean? 34
Acting Out Verbs 38
It’s Crunchy! 46
In Charge 86

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.

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It’s Crunchy! 46
Sizzling Sounds 58
Which Comes First? 70

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.

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Capitalization 14
Alliteration 18
What Do You Mean? 34
Defining Descriptions 42
It’s Crunchy! 46
Lists 54
Making Sentences 62
Show Me 66
Which Comes First? 70
Super Synonyms 78
In Charge 86

N/A

Domain - Operations and Algebraic Thinking, Grade 3

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.

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Counting Sets 41
Twos and Threes 45
Grouping 53
Brain Busters 59
Word Problems 71
Your Own Words 75

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 = ?

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Twos and Threes 45
It's Easy to Divide! 51
Grouping 53
Share Evenly 57
Your Own Words 75

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.

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It's Easy to Divide! 51
Find the Number 55
Share Evenly 57
A Fair Share 67
Solving Problems 85

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.

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Grouping 53
Share Evenly 57
Brain Busters 59
Word Problems 71
Your Own Words 75
Solving Problems 85

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.)

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Multiplication Table 43
It's Easy to Divide! 51
Grouping 53

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.

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Share Evenly 57
Brain Busters 59
Your Own Words 75

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.

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Counting Sets 41
Multiplication Table 43
Twos and Threes 45
Mysterious Fives 47
Which Number Am I? 50
Brain Busters 59

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.

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Patterned Out 11
Solve This One 19
Counting Sets 41
Multiplication Table 43
Mysterious Fives 47
Grouping 53

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).

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Word Problems 71
Your Own Words 75
Key Words 77
Rounding Numbers 81
Snack Bar Math 83
Money Madness 87

Domain - Number and Operations in Base Ten, Grade 3

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.

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Writing Numbers 13
This Is the Life! 21
Two-Digit Addition 23
Challenging Addition 25
Can You Make 105? 27
What's In the Box? 29
Coin Flip 31
Sneaky Snake 32
I've Been Framed! 33
Two-Digit Subtraction 35
Subtract and Regroup 37
Which Number Am I? 50
Number Sentences 73
Key Words 77

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.

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Count the Dice 15
Smallest Number 39
Which Number Am I? 50
Rounding Numbers 81
Snack Bar Math 83

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.

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Multiplication Table 43

Domain - Number and Operations-Fractions, Grade 3

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.

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Find the Number 55
Writing Fractions 61
Fraction Practice 63
Name That Fraction 65
A Fair Share 67
What's the Fraction? 69
Solving Problems 85

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.

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Fraction Practice 63

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.

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Fraction Practice 63

Domain - Measurement and Data, Grade 3

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.

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Using Schedules 88

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.

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Designer Shoes 49

Domain - Geometry, Grade 3

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.

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Grouping 53
Lists 54
Writing Fractions 61
What's the Fraction? 69

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.

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Writing Fractions 61
Name That Fraction 65
A Fair Share 67
What's the Fraction? 69

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