Grade 3 Quarter 4
Welcome to the Grade 3 Family Focus Page Quarter 4
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 4
Unit 9:
What students are expected to do:
I can read and write time to the nearest minute on an analog and digital clock.
I can use a strategy to solve word problems using addition and subtraction of time in minutes.
start time unknown
end time unknown
interval unknown (elapsed time)
I can identify the direction a clock hand moves when we are adding and subtracting time intervals.
I can construct a picture graph or bar graph with several categories to display data.
I can construct a scale in which each picture represents more than one object or a bar graph has increments of 2 or more.
I can solve one and two-step word problems where information is represented in a scaled picture graph or bar graph.
I can use the distributive property of multiplication to solve area problems.
I can solve real-world area and perimeter word problems.
I can decompose a rectilinear figure into non-overlapping rectangles and add to find the total area to solve real-world problems.
I can identify polygons and calculate their perimeters.
I can solve real-world problems by finding a missing side of a polygon when given the perimeter.
I can compare and contrast rectangles with the same perimeter and different areas, or with the same area and different perimeters.
I can define quadrilaterals.
I can categorize shapes, including quadrilaterals, based on shared attributes.
I can identify and define subcategories of quadrilaterals based on shared attributes.
I can sort and draw examples (squares, rectangles, rhombuses, trapezoids, and parallelograms) and non-examples of quadrilaterals.
Unit 10:
What students are expected to do:
I can use what I know about multiplication facts to solve division facts. (Ex: To solve 426, think about what number multiplied by 6 equals 42.)
I can fluently multiply and divide within 100.
I can identify patterns in the Addition Table and Multiplication Table, and justify my thinking. (Ex: By answering the questions “How do I know?” and “Does this always work?”)
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.