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Trimester 1
N.ME.03.01 Read and write numbers to 10,000 in both numerals and words, and relate them to the quantities they represent.
N.ME.03.02 Identify the place value of a digit in a number, e.g., in 3,241, 2 is in the hundreds place. Recognize and use expanded notation for numbers using place value through 9,999, e.g., 2,517 is 2000+ 500+10+ 7; 4 hundreds and 2 ones is 402.*
N.ME.03.03 Compare and order numbers up to 10,000.
N.ME.03.05 Know that even numbers end in 0, 2, 4, 6,or 8; name a whole number quantity that can be shared in two equal groups or grouped into pairs with no remainders; recognize even numbers as multiples of 2. Know that odd numbers end in 1, 3, 5, 7, or 9, and work with patterns involving even and odd numbers.
N.FL.03.06 Add and subtract fluently two numbers through 999 with regrouping and through 9,999 without regrouping.
N.FL.03.07 Estimate the sum and difference of two numbers with three digits (sums up to 1,000), and judge reasonableness of estimates.
N.FL.03.08 Use mental strategies to fluently add and subtract two-digit numbers.
N.ME.03.21 Understand and relate decimal fractions to fractional parts of a dollar.
M.PS.03.11 Add and subtract money in dollars and cents.
M.PS.03.12 Solve applied problems involving money, length, and time.
To get started:
It is best to log into the website first before accessing the standards below. Clicking the link directly below will open Nettreker in a new window. Once you have signed in, return to this page and access the standards below.
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Trimester 2
N.ME.03.04 Count orally by 6’s, 7’s, 8’s, and 9’s starting with 0, making the connection between repeated addition and multiplication.
N.MR.03.09 Use multiplication and division fact families to understand the inverse relationship of these two operations, e.g., because 3 x 8 = 24, we know that 24 ÷ 8 = 3 or 24 ÷ 3 = 8; express a multiplication statement as an equivalent division statement.
N.MR.03.10 Recognize situations that can be solved using multiplication and division including finding “How many groups?” and “How many in a group?” and write mathematical statements to represent those situations.*
N.FL.03.11 Find products fluently up to 10 x 10; find related quotients using multiplication and division relationships.
N.MR.03.12 Find solutions to open sentences, such as 7 x ¦ = 42 or 12 ÷ ¦ = 4, using the inverse relationship between multiplication and division.
N.FL.03.13 Mentally calculate simple products and quotients up to a three-digit number by a one-digit number involving multiples of 10.
N.MR.03.14 Solve division problems involving remainders, viewing the remainder as the “number left over”; interpret based on problem context.
N.MR.03.15 Given problems that use any one of the four operations with appropriate numbers, represent with objects, words (including “product” and “quotient”), and mathematical statements; solve.
M.UN.03.01 Know and use common units of measurements in length, weight, and time.
M.UN.03.02 Measure in mixed units within the same measurement system for length, weight, and time: feet and inches, meters and centimeters, kilograms and grams, pounds and ounces, liters and milliliters, hours and minutes, minutes and seconds, years and months.
M.UN.03.03 Understand relationships between sizes of standard units, e.g., feet and inches, meters and centimeters.
M.UN.03.04 Know benchmark temperatures such as freezing (32ºF, 0ºC); boiling (212ºF, 100ºC); and compare temperatures to these, e.g., cooler, warmer.
D.RE.03.01 Read and interpret bar graphs in both horizontal and vertical forms.
D.RE.03.02 Read scales on the axes and identify the maximum, minimum, and range of values in a bar graph.
D.RE.03.03 Solve problems using information in bar graphs, including comparison of bar graphs.
To get started:
It is best to log into the website first before accessing the standards below. Clicking the link directly below will open Nettreker in a new window. Once you have signed in, return to this page and access the standards below.
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Trimester 3
N.ME.03.16 Understand that fractions may represent a portion of a whole unit that has been partitioned into parts of equal area or length; use the terms “numerator” and “denominator.”
N.ME.03.17 Recognize, name, and use equivalent fractions with denominators 2, 4, and 8, using strips as area models.
N.ME.03.18 Place fractions with denominators of 2, 4, and 8 on the number line; relate the number line to a ruler; compare and order up to three fractions with denominators 2, 4, and 8.
N.ME.03.19 Understand that any fraction can be written as a sum of unit fractions.
N.MR.03.20 Recognize that addition and subtraction of fractions with equal denominators can be modeled by joining or taking away segments on the number line.
M.UN.03.05 Know the definition of area and perimeter and calculate the perimeter of a square and rectangle given whole number side lengths.
M.UN.03.06 Use square units in calculating area by covering the region and counting the number of square units.
M.UN.03.07 Distinguish between units of length and area and choose a unit appropriate in the context.
M.UN.03.08 Visualize and describe the relative sizes of one square inch and one square centimeter.
M.TE.03.09 Estimate the perimeter of a square and rectangle in inches and centimeters; estimate the area of a square and rectangle in square inches and square centimeters.
M.PS.03.10 Add and subtract lengths, weights, and times using mixed units within the same measurement system.
M.PS.03.13 Solve contextual problems about perimeters of rectangles and areas of rectangular regions.
G.GS.03.01 Identify points, line segments, lines, and distance.
G.GS.03.02 Identify perpendicular lines and parallel lines in familiar shapes and in the classroom.
G.GS.03.03 Identify parallel faces of rectangular prisms in familiar shapes and in the classroom.
G.GS.03.04 Identify, describe, compare, and classify two-dimensional shapes, e.g., parallelogram, trapezoid, circle, rectangle, square, and rhombus, based on their component parts (angles, sides, vertices, line segment) and on the number of sides and vertices.
G.SR.03.05 Compose and decompose triangles and rectangles to form other familiar two-dimensional shapes, e.g., form a rectangle using two congruent right triangles, or decompose a parallelogram into a rectangle and two right triangles.
G.SR.03.07 Represent front, top, and side views of solids built with cubes.
G.GS.03.06 Identify, describe, build, and classify familiar three-dimensional solids, e.g., cube, rectangular prism, sphere, pyramid, cone, based on their component parts (faces, surfaces, bases, edges, vertices).
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It is best to log into the website first before accessing the standards below. Clicking the link directly below will open Nettreker in a new window. Once you have signed in, return to this page and access the standards below.
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User name: gardencityschools
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Trimester 1
R.WS.03.01 automatically recognize frequently encountered words in print whether encountered in connected text or in isolation with the number of words that can be read fluently increasing steadily across the school year.
R.WS.03.02 use structural, syntactic, and semantic cues including letter-sound, rimes, base words, and affixes to automatically read frequently encountered words, decode unknown words, and decide meanings including multiple meaning word.
R.NT.03.03 identify and describe characters’ thoughts and motivations, story level themes (good vs. evil), main idea, and lesson/moral (fable).
R.IT.03.01 identify and describe the basic elements, features, and purpose of a variety of informational genre including textbooks, encyclopedias, and magazines.
R.CM.03.02 retell in sequence the story elements of grade-level narrative text and major idea(s) and relevant details of grade-level informational text.
R.CM.03.03 compare and contrast relationships among characters, events, and key ideas within and across texts to create a deeper understanding; including a narrative to an informational text, a literature selection to a subject area text, and an historical event to a current event.
W.PR.03.01 set a purpose, consider audience, and replicate authors’ styles and patterns when writing a narrative or informational piece .
R.WS.03.01 automatically recognize frequently encountered words in print whether encountered in connected text or in isolation with the number of words that can be read fluently increasing steadily across the school year.
R.WS.03.02 use structural, syntactic, and semantic cues including letter-sound, rimes, base words, and affixes to automatically read frequently encountered words, decode unknown words, and decide meanings including multiple meaning word.
R.NT.03.03 identify and describe characters’ thoughts and motivations, story level themes (good vs. evil), main idea, and lesson/moral (fable).
R.IT.03.01 identify and describe the basic elements, features, and purpose of a variety of informational genre including textbooks, encyclopedias, and magazines.
R.CM.03.02 retell in sequence the story elements of grade-level narrative text and major idea(s) and relevant details of grade-level informational text.
R.CM.03.03 compare and contrast relationships among characters, events, and key ideas within and across texts to create a deeper understanding; including a narrative to an informational text, a literature selection to a subject area text, and an historical event to a current event.
W.PR.03.01 set a purpose, consider audience, and replicate authors’ styles and patterns when writing a narrative or informational piece .
W.PR.03.02 apply a variety of pre-writing strategies for both narrative and informational writing (e.g., graphic organizers such as maps, webs, Venn diagrams) in order to generate, sequence, and structure ideas (e.g., sequence for beginning, middle, and end, problem/solution, or compare/contrast).
W.GR.03.01 in the context of writing, correctly use subjects and verbs that are in agreement; verb tenses; nouns and possessives; commas in a series; and begin use of quotation marks and capitalization in dialogue.
W.SP.03.01 in the context of writing, correctly spell frequently encountered words (e.g., multi-syllabic, r-controlled, most consonant blends, contractions, compounds, common homophones); for less frequently encountered words, use structural cues (e.g., letter/sound, rimes, morphemic) and environmental sources (e.g., word walls, word lists, dictionaries, spell checkers).
To get started:
It is best to log into the website first before accessing the standards below. Clicking the link directly below will open Nettreker in a new window. Once you have signed in, return to this page and access the standards below.
Please use the following sign on information when accessing this link.
User name: gardencityschools
Password: gardencityschools
Trimester 2
R.WS.03.08 in context, determine the meaning of words and phrases including synonyms, homonyms, multiple meaning words, content vocabulary, and literary terms using strategies and resources including context clues, concept mapping, and the dictionary.
R.NT.03.03 identify and describe characters’ thoughts and motivations, story level themes (good vs. evil), main idea, and lesson/moral (fable).
R.IT.03.01 identify and describe the basic elements, features, and purpose of a variety of informational genre including textbooks, encyclopedias, and magazines.
R.CM.03.01 connect personal knowledge, experiences, and understanding of the world to themes and perspectives in text through oral and written responses.
R.CM.03.02 retell in sequence the story elements of grade-level narrative text and major idea(s) and relevant details of grade-level informational text.
W.GN.03.01 write a cohesive narrative piece such as a fable, folktale, or realistic fiction using personification, setting, actions and thoughts that reveal important character traits.
To get started:
It is best to log into the website first before accessing the standards below. Clicking the link directly below will open Nettreker in a new window. Once you have signed in, return to this page and access the standards below.
Please use the following sign on information when accessing this link.
User name: gardencityschools
Password: gardencityschools
Trimester 3
R.WS.03.06 acquire and apply strategies to identify unknown words or word parts; self-monitor and construct meaning by predicting and self-correcting, applying knowledge of language, sound/symbol/structural relationships, and context.
R.WS.03.08 in context, determine the meaning of words and phrases including synonyms, homonyms, multiple meaning words, content vocabulary, and literary terms using strategies and resources including context clues, concept mapping, and the dictionary.
R.IT.03.01 identify and describe the basic elements, features, and purpose of a variety of informational genre including textbooks, encyclopedias, and magazines.
R.CM.03.01 connect personal knowledge, experiences, and understanding of the world to themes and perspectives in text through oral and written responses.
R.CM.03.02 retell in sequence the story elements of grade-level narrative text and major idea(s) and relevant details of grade-level informational text.
R.MT.03.01 self-monitor comprehension when reading or listening to texts by automatically applying strategies used by mature readers to increase comprehension including: predicting, constructing mental images, visually representing ideas in text, questioning, rereading or listening again if uncertain about meaning, inferring, and summarizing.
W.PR.03.03 draft focused ideas in written compositions using multiple sentences and paragraphs to slow down or speed up reading; including varying patterns and/or organizational text structures (e.g., compare/contrast, cause/effect, or problem/solution).
W.GR.03.01 in the context of writing, correctly use subjects and verbs that are in agreement; verb tenses; nouns and possessives; commas in a series; and begin use of quotation marks and capitalization in dialogue.
