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.

What's Happening in 3rd

3rd Grade in January!

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Hi Parents & Guardians of the lovely 3rd grade class!

Happy February! Can you believe we’re already into the second month of 2019? It’s crazy! We’ve been busy in 3rd grade! Here’s a look at what we did in January.

In spelling we covered patterns such as: open & close syllables, consonant + le syllable type, and r controlled vowels.

In math we wrapped up module 2 and began module 3: multiplication and division with units of 0, 1, 6-9, and multiples of 10. We are becoming skip-counting experts too!

In science we had a lot of fun mystery science lessons! We looked at different traits in space and evaluated ourselves to see if we’d be fit for space! We also introduced different types of clouds! The students got to trap water with Ms. Zoë and see the collection of condensation inside.

In social studies we wrapped up unit 2, the land and the first Americans. Students focused on Native American tribes such as the Kwakiutl, the Cheyenne, and the Navajo. They created buffalo hides explaining an important event that’s occurred in their lifetime as an activity. We just recently finished a group-project comparison chart where the students compared the 3 tribes on: where they lived, their food & water source, how they made their clothing, what type of shelter they had, and their beliefs. We also created trifolds celebrating Dr. Martin Luther King Jr. that incorporated reading, writing, history, and art. They turned out beautiful!

In reading we were introduced to E. B. White’s novel Charolette’s Web. The students became dictionary detectives and familiarized themselves with how to utilize a dictionary. We just finished reading chapter 12, and the students are already eager for the next chapter.

We had a busy month in religion. Our 3rd graders led the Grandparents and Grandfriend’s mass on January 31st and we are extremely proud of them!

Have a wonderful weekend!

Ms. Zoë and Ms. Bianca

3rd Grade 10/12

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Hello Parents & Guardians!

Happy Friday! In third grade this week…. 🙂

  • Spelling: Since we had the previous Monday off for Columbus Day, no spelling words were assigned.
  • Math: In math this week students interpreted the quotient as the number of groups or the number of objects in each group using units of 3. Our third graders also skip-counted objects in models to build fluency with multiplication facts using units of 4.
  • Religion: As many of you saw on Class Dojo, we have completed our rosary lap-books; they look awesome! We also made our own rosary which we will continue to use as practice.
  • Social Studies: This week we discussed mountains and their effects on plants, animals, and the weather. We also discussed how elevation affects plant and animal life on a mountain. Ask your child what the timberline is on a mountain! 🙂
  • Grammar: This week we reviewed sentences. We discussed subjects and predicates, and what punctuation mark should be at the end of different sentences.
  • Science: We had mystery science again! We can tell (hopefully everyone agrees) that they LOVE mystery science. The activity this week was tasting apples and deciding whether or not it was tart or sweet. We had 4 different apples for each student to try: Granny Smith, Red Delicious, Golden Delicious and Honeycrisp.

We hope everyone enjoys their weekend!

All the best,

Ms. Zoë & Ms. Bianca

3rd Grade 10/1

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Hello Parents & Guardians!

Happy Monday! We cannot believe it’s already October; this school year has taken off! The third graders have been working so hard these past few weeks, Ms. Zoë and I are very proud.

  • Last week in math the third graders were introduced to decomposing math equations. This process helps those who prefer breaking larger numbers into smaller ones and then solving from there.

For example: 9×4 —– 9x(2+2)—– 9×2 + 9×2 = 9×4

  • In spelling, the word pattern of the week was homophones with the long e sound.
  • For science, our third graders participated in an awesome mystery science activity. The mysterious question was: Is this a science fruit or science vegetable? The students went to 5 different stations; each with either a fruit or vegetable. With toothpicks, the students picked and poked each fruit or vegetable. The third graders were looking whether or not the food item carried seeds or not. If there were seeds… science fruit! No seeds…. science vegetable! Our third graders loved this activity. There’s plenty of photos & videos on Class Dojo in case you missed it 🙂
  • In social studies the students prepared for their second test. Before their test, Ms. Zoë & I passed out their notes of encouragement from Back to School Night. A lot of students referred to their note during their test so that tells us it was a success -thank you, parents!
  • In religion, we have begun making our rosary lap-books! October is the month of the rosary so we are preparing our students every day. We encourage parents and guardians to discuss the rosary with their third grader. We know a lot of them have new information they’ve never heard before & would love to share!

We hope everyone has a great parent-teacher conference week!


Best wishes,

Ms. Zoë & Ms. Bianca

Bonjour and Welcome to 3rd Grade!

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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. Ms. Bianca and I look forward to seeing you all this week, and we can’t wait for all of the new experiences we’ll enjoy together!

Please remember to label and bring in all of your school supplies this week!

Ms. Zoë


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.


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.


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.


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.


Students receive homework Monday through Thursday. In third grade, students are given planners in which they are responsible for writing down homework assignments and reminders at the beginning of each day. The homework that is assigned helps students practice and develop a deeper understanding of concepts that are learned in class. Students are also expected to read for 20-30 minutes, and study for a spelling test each night. Students are responsible for showing their planners to their parent or guardian every night, and for turning in their homework the next day. Parents are asked to sign their student's planner every night.

Monday: Spelling

Tuesday: Math

Wednesday: Phonics

Thursday: Study for spelling test



California State Standards:


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.


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