Ms. Zoë Zabarte

3rd Grade Teacher
Hello and welcome to the 3rd Grade web page! Here you will find a brief summary of the third grade curriculum, as well as links for various resources. I will go over the curriculum and my expectations for the third graders at Back to School Night. Please use the links on the side to navigate the web page.
Email  zabarte@ndvsf.org

What's Happening in 3rd

October

By | Uncategorized | No Comments

Hello 3rd Grade Parents!

It has been quite a busy month for the third graders so far.

In religion, we have been studying the rosary as October is the month of the Holy Rosary. As a class, we have been making Rosary Lapbooks to help deepen our knowledge of the prayers, order, and Mysteries of the rosary. At the end of the month, we will take our lapbooks to the St. Peter Chanel Chapel and use them to guide us in praying a decade of the rosary.

In science, we have been studying the life cycles of plants and animals to prepare us for our field trip to the Legacy Garden at Saint Mary’s College of California. Our principal, Mrs. Ghisolfo, came in today and set up science stations for the third graders. As students rotated through the stations, they used their observations skills, hand lenses, and stereoscopes to get a closer look at pollen on roses, seeds of dandelions, and spores on fern fronds.

In math, we have been studying various ways to multiply and divide including number bonds, arrays, and tape diagrams. We have now started our second module, which focuses on measurement and place value. Over the past two days, the third graders have been learning about time and how we can relate it to a number line.

For our first novel study, the third graders have been reading Chocolate Fever by Robert Kimmel Smith. Throughout our novel study, students have been practicing reading in pairs and independently. The third graders are also learning to use their books when answering reading response questions and small group discussion questions.

Welcome to 3rd Grade

By | Uncategorized | No Comments

Hello and welcome back!

I hope everyone had a fantastic summer full of adventures, whether it was exploring a new place or getting lost in a new book. I look forward to seeing you all soon, and I can’t wait for all of the new experiences we’ll enjoy together!

Ms. Zoë

Curriculum

English Language Arts

Through a range of literary and informational texts, students will demonstrate their understanding by:

  • Asking and answering questions, referring explicitly to the text as the basis for the answers.
  • Determine the central lesson/main idea and explain how it is conveyed through key details in the text.
  • Determine the meaning of words and phrases as they are used in a text.

For writing, students will:

  • Write opinion pieces on topics or texts.
  • Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
  • Write narratives to develop real or imagined experiences or events.

Third grade students will also demonstrate a command of the conventions of grammar and usage by explaining the function of nouns, pronouns, verbs, adjectives, and adverbs. Students will also create simple, compound, and complex sentences.

Math

Using the Eureka Math program to support our learners, students will:

  • Represent and solve problems involving multiplication and division.
  • Multiply and divide within 100.
  • Solve problems involving addition, subtraction, multiplication, and division, and identify and explain patterns in arithmetic.
  • Use place value understanding and properties of operations to perform multi-digit arithmetic.
  • Develop an understanding of fractions as numbers.

Social Studies

In third grade, students will take a closer look at the continuity and change in their local community. In doing so, students will make connections to the past and with people whose traditions and contributions have left their mark on the land. Third grade students will also develop an understanding of the role of rules and laws in our daily lives and the basic structure of the U.S. government.

Science

For physical science, third grade students will learn about energy and matter, both of which have multiple forms and can be changed from one form to another. In life science, students will learn how adaptations in physical structure or behavior may improve an organism's chance for survival. Earth science will focus on the regular and predictable patterns of movement of objects in the sky.

Religion

In third grade, students will learn the basic teachings of the Church through the Nicene Creed. Students will begin to learn about the ritual and process for the Rosary.

Homework

No Homework Yet

Resources

2017-2018 Supply List Grades K-4

http://files.constantcontact.com/b23ee73e301/4180eb25-0427-44df-b9d7-50b4b6c27d53.pdf?ver=1498228768000

 

California State Standards:

http://www.cde.ca.gov/be/st/ss/

 

Eureka Math: Common Core Math Standards

3.OA: Operations & Algebraic Thinking

  1. Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each.
  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.
  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.
  4. Determine the unknown whole number in a multiplication or division equation relating three whole numbers.
  5. Apply properties of operations as strategies to multiply and divide: commutative property of multiplication, associative property of multiplication, distributive property.
  6. Understand division as an unknown-factor problem.
  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.
  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.
  9. Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations.

3.NBT: Numbers & Operations in Base Ten

  1. Use place value understanding to round whole numbers to the nearest 10 or 100.
  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.
  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.

3.NF: Numbers & Operations - Fractions

  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.
  2. Understand a fraction as a number on the number line; represent fractions on a number line diagram; 2.a  Represent a fraction 1/b on a number line diagram by defining the interval from 0 to 1 as the whole and partitioning it into b equal parts. Recognize that each part has size 1/b and that the endpoint of the part based at 0 locates the number 1/b on the number line; 2.b  Represent a fraction a/b on a number line diagram by marking off a lengths 1/b from 0. Recognize that the resulting interval has size a/b and that its endpoint locates the number a/b on the number line.
  3. Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size; 3.a  Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line; 3.b  Recognize and generate simple equivalent fractions, e.g., 1/2 = 2/4, 4/6 = 2/3). Explain why the fractions are equivalent, e.g., by using a visual fraction model; 3.c Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers; 3.d  Compare two fractions with the same numerator or the same denominator by reasoning about their size. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model.

3.MD: Measurement & Data

  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.
  2. Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l). 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.
  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.
  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.
  5. Recognize area as an attribute of plane figures and understand concepts of area measurement; 5.a A square with side length 1 unit, called “a unit square,” is said to have “one square unit” of area, and can be used to measure area; 5.b A plane figure which can be covered without gaps or overlaps by n unit squares is said to have an area of n square units.
  6. Measure areas by counting unit squares (square cm, square m, square in, square ft, and improvised units).
  7. Relate area to the operations of multiplication and addition; 7.a Find the area of a rectangle with whole-number side lengths by tiling it, and show that the area is the same as would be found by multiplying the side lengths; 7.b Multiply side lengths to find areas of rectangles with whole- number side lengths in the context of solving real world and mathematical problems, and represent whole-number products as rectangular areas in mathematical reasoning; 7.c Use tiling to show in a concrete case that the area of a rectangle with whole-number side lengths a and b + c is the sum of a × b and a × c. Use area models to represent the distributive property in mathematical reasoning; 7.d Recognize area as additive. Find areas of rectilinear figures by decomposing them into non-overlapping rectangles and adding the areas of the non-overlapping parts, applying this technique to solve real world problems.
  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.

3.G: Geometry

  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.
  2. Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole.

Prayers

Sign of the Cross

Our Father

Hail Mary

Guardian Angel Prayer

Glory Be

Grace before Meals

Nicene Creed

Begin learning ritual and process of the Rosary

INFORMATION

RECENT IMAGES