Grade 3 Quarter 3

Welcome to the Grade 3 Family Focus Page Quarter 3

Below are listed the I Can statements for each unit. These help guide teachers in our planning as we prepare lessons knowing what students need to be doing by the end of the unit. This gives you an idea of things that you can work on at home or talk about.

Quarter 3

Unit 7:

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What students are expected to do:

  • I can partition a number line beyond 1 whole into equal parts based on the denominator of the fraction and label a unit fraction.

  • I can partition a number line into equal parts based on the denominator of the fraction and identify/label a point on the number line by counting unit fractions.

  • I can partition a number line beyond one, labeling every fraction on the number line, including renaming the whole numbers.

  • I can use same size models and a number line to show and explain why two fractions are equivalent.

  • I can use a visual fraction model to represent whole numbers as fractions.

  • I can compare two fractions with the same size whole.

  • I can reason about fraction size using benchmark numbers and visual fraction models.

  • I can compare two fractions with the same numerator or the same denominator using <, >, or =.

  • I can order three or more fractions with the same numerator or denominator using visual fraction models.

  • I can measure and record lengths using a ruler to the nearest half and fourth of an inch.

  • I can construct a line plot of gathered data marked with appropriate units (whole numbers, halves, and quarters).

  • I can use a line plot to solve problems and answer questions.



Unit 8:

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What students are expected to do:

  • I can use tools to model multiplication and division situations.

  • I can apply properties of multiplication to multiply and divide efficiently and accurately.

  • I can identify, describe, and explain patterns on the Multiplication Chart.

  • I can interpret a multiplication or division equation that includes an unknown whole number.

  • I can solve multiplication and division problems using strategies that are based on properties and patterns of multiplication.

  • I can develop a plan to solve steps of the problem with accuracy and efficiency.

  • I can write equations with an unknown variable to represent two-step word problems using any of the four operations.

  • I can determine if my answer to a two-step problem is reasonable by using rounding, reasoning, and estimation strategies.

  • I can measure and estimate liquid volumes and masses of objects using standard units.

  • I can model and solve one-step mass or volume word problems using any of the four operations and strategies such as drawings.