Third Grade
Integrated Arts
August
I can use developmentally appropriate singing voice, sing melodies accurately, and physically demonstrate macro and micro beat.
I can demonstrate audience appropriate behavior for the context and style of music presented and performed in 3rd grade.
I can demonstrate control and safe use of a variety of art tools with environmental awareness.
I can describe, discuss, and model the elements of art and principles of design to communicate ideas.
I can create a composition using the elements of art and principles of design to communicate ideas.
I can discuss how personal experiences influence the creation of art.
I can describe the music performed and presented in my grade level by moving, drawing, or through other appropriate responses
September
I can use a developmentally appropriate singing voice, sing melodies accurately, and physically demonstrate macro and micro beat.
I can demonstrate audience-appropriate behavior for the context and style of music presented and performed in 3rd grade.
I can demonstrate control and safe use of a variety of art tools with environmental awareness.
I can describe, discuss, and model the elements of art and principles of design to communicate ideas.
I can create a composition using the elements of art and principles of design to communicate ideas.
I can discuss how personal experiences influence the creation of art.
I can describe the music performed and presented in my grade level by moving, drawing, or through other appropriate responses.
October
I can use a developmentally appropriate singing voice, sing melodies accurately, and physically demonstrate macro and micro beat.
I can demonstrate audience-appropriate behavior for the context and style of music presented and performed in 3rd grade.
I can demonstrate control and safe use of a variety of art tools with environmental awareness.
I can describe, discuss, and model the elements of art and principles of design to communicate ideas.
I can create a composition using the elements of art and principles of design to communicate ideas.
I can discuss how personal experiences influence the creation of art.
I can describe the music performed and presented at my grade level by moving, drawing, or through other appropriate responses.
November
I can use a developmentally appropriate singing voice, sing melodies accurately, and physically demonstrate macro and micro beat.
I can demonstrate audience-appropriate behavior for the context and style of music presented and performed in 3rd grade.
I can demonstrate control and safe use of a variety of art tools with environmental awareness.
I can describe, discuss, and model the elements of art and principles of design to communicate ideas.
I can create a composition using the elements of art and principles of design to communicate ideas.
I can discuss how personal experiences influence the creation of art.
I can describe the music performed and presented in my grade level by moving, drawing, or through other appropriate responses
December
I can use a developmentally appropriate singing voice, sing melodies accurately, and physically demonstrate macro and micro beat.
I can demonstrate audience-appropriate behavior for the context and style of music presented and performed in 3rd grade.
I can demonstrate control and safe use of a variety of art tools with environmental awareness.
I can describe, discuss, and model the elements of art and principles of design to communicate ideas.
I can create a composition using the elements of art and principles of design to communicate ideas.
I can discuss how personal experiences influence the creation of art.
I can describe the music performed and presented at my grade level by moving, drawing, or through other appropriate responses.
January
I can use a developmentally appropriate singing voice, sing melodies accurately, and physically demonstrate macro and micro beat.
I can demonstrate audience-appropriate behavior for the context and style of music presented and performed in 3rd grade.
I can demonstrate control and safe use of a variety of art tools with environmental awareness.
I can describe, discuss, and model the elements of art and principles of design to communicate ideas.
I can create a composition using the elements of art and principles of design to communicate ideas.
I can discuss how personal experiences influence the creation of art.
I can describe the music performed and presented at my grade level by moving, drawing, or through other appropriate responses.
February
I can use a developmentally appropriate singing voice, sing melodies accurately, and physically demonstrate macro and micro beat.
I can demonstrate audience-appropriate behavior for the context and style of music presented and performed in 3rd grade.
I can demonstrate control and safe use of a variety of art tools with environmental awareness.
I can describe, discuss, and model the elements of art and principles of design to communicate ideas.
I can create a composition using the elements of art and principles of design to communicate ideas.
I can discuss how personal experiences influence the creation of art.
I can describe the music performed and presented in my grade level by moving, drawing, or through other appropriate responses.
March
I can use a developmentally appropriate singing voice, sing melodies accurately, and physically demonstrate macro and micro beat.
I can demonstrate audience-appropriate behavior for the context and style of music presented and performed in 3rd grade.
I can demonstrate control and safe use of a variety of art tools with environmental awareness.
I can describe, discuss, and model the elements of art and principles of design to communicate ideas.
I can create a composition using the elements of art and principles of design to communicate ideas.
I can discuss how personal experiences influence the creation of art.
I can describe the music performed and presented at my grade level by moving, drawing, or through other appropriate responses.
April
I can use a developmentally appropriate singing voice, sing melodies accurately, and physically demonstrate macro and micro beat.
I can demonstrate audience-appropriate behavior for the context and style of music presented and performed in 3rd grade.
I can demonstrate control and safe use of a variety of art tools with environmental awareness.
I can describe, discuss, and model the elements of art and principles of design to communicate ideas.
I can create a composition using the elements of art and principles of design to communicate ideas.
I can discuss how personal experiences influence the creation of art.
I can describe the music performed and presented at my grade level by moving, drawing, or through other appropriate responses.
May
I can use a developmentally appropriate singing voice, sing melodies accurately, and physically demonstrate macro and micro beat.
I can demonstrate audience-appropriate behavior for the context and style of music presented and performed in 3rd grade.
I can demonstrate control and safe use of a variety of art tools with environmental awareness.
I can describe, discuss, and model the elements of art and principles of design to communicate ideas.
I can create a composition using the elements of art and principles of design to communicate ideas.
I can discuss how personal experiences influence the creation of art.
I can describe the music performed and presented at my grade level by moving, drawing, or through other appropriate responses.
June
I can use a developmentally appropriate singing voice, sing melodies accurately, and physically demonstrate macro and micro beat.
I can demonstrate audience-appropriate behavior for the context and style of music presented and performed in 3rd grade.
I can demonstrate control and safe use of a variety of art tools with environmental awareness.
I can describe, discuss, and model the elements of art and principles of design to communicate ideas.
I can create a composition using the elements of art and principles of design to communicate ideas.
I can discuss how personal experiences influence the creation of art.
I can describe the music performed and presented at my grade level by moving, drawing, or through other appropriate responses.
Reading
August
September
October
November
December
January
February
March
April
May
June
Writing
August
September
October
November
December
January
February
March
April
May
June
Math
August
Unit 1: Addition & Subtraction Patterns:
I can fluently add with sums to 20.
I can fluently subtract with differences to 20.
I can identify and explain patterns in addition facts.
I can add 2-digit and 3-digit numbers.
I can subtract 2-digit numbers.
I can solve addition and subtraction story problems.
September
Unit 1: Addition & Subtraction Patterns:
I can fluently add with sums to 20.
I can fluently subtract with differences to 20.
I can identify and explain patterns in addition facts.
I can add 2-digit and 3-digit numbers.
I can subtract 2-digit numbers. I can solve addition and subtraction story problems.
October
Unit 2: Introduction to Multiplication:
I can use strategies to multiply fluently with products to 100.
I can identify patterns among basic multiplication facts.
I can identify the missing number in a multiplication equation.
I can write equations to match multiplication story problems.
I can solve multiplication story problems.
I can interpret the products of whole numbers and tell what they mean in a story problem.
November
Unit 2: Introduction to Multiplication:
I can use strategies to multiply fluently with products to 100.
I can identify patterns among basic multiplication facts.
I can identify the missing number in a multiplication equation.
I can write equations to match multiplication story problems.
I can solve multiplication story problems. I can interpret the products of whole numbers and tell what they mean in a story problem.
December
Unit 3: Multi-Digit Addition & Subtraction:
I can round numbers to the nearest 10 and nearest 100.
I can use rounding to estimate answers to 3-digit addition problems.
I can use efficient and effective strategies to add and subtract multi-digit numbers.
I can solve 3-digit addition and subtraction story problems.
I can solve two-step story problems.
January
Unit 3: Multi-Digit Addition & Subtraction:
I can round numbers to the nearest 10 and nearest 100.
I can use rounding to estimate answers to 3-digit addition problems.
I can use efficient and effective strategies to add and subtract multi-digit numbers.
I can solve 3-digit addition and subtraction story problems.
I can solve two-step story problems.
February
Unit 4: Measurement & Fractions:
I can read and write time to the minute.
I can solve a story problem about time.
I can create and name fractions.
I can understand that fractions are equal parts of the same whole.
I can compare fractions and tell when they are equivalent.
I can place fractions correctly on a number line.
March
Unit 5: Multiplication, Division, and Area:
I can use multiplication to help solve division problems.
I can write a multiplication and division fact family.
I can solve multiplication and division story problems.
I can write multiplication and division fact families.
I can solve 2-step story problems.
I can label the dimensions of a rectangle and find its area.
April
Unit 6: Geometry:
I can find the perimeter of a polygon.
I can find the area of a rectangle.
I can find the area of a rectilinear shape by splitting it into smaller rectangles.
I can identify different kinds of quadrilaterals.
I can partition a whole into equal parts with the same area.
May
Unit 7: Extending Multiplication & Fractions:
I can multiply single-digit numbers by multiples of 10.
I can sketch and solve 1-by-2 digit multiplication problems using an area model.
I can use properties of multiplication.
can solve two-step story problems. I can compare fractions.
I can find equivalent fractions.
I can label fractions on a number line.
