All Lessons

L.3.1.B Form and use regular and irregular plural nouns.

L.3.4 Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.

RI.K.1 With prompting and support, ask and answer questions about key details in a text.

L.3.1.E Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses.

L.3.1.E Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses.

L.3.1.E Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses.

L.4.1.E Form and use prepositional phrases.

L.3.1.D Form and use regular and irregular verbs.

L.3.1.E Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses.

L.3.1.F Ensure subject-verb and pronoun-antecedent agreement.*

L.3.1.F Ensure subject-verb and pronoun-antecedent agreement.*

L.5.3.A Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.

L.3.1.G Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified.

L.3.1.G Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified.

L.3.1.I Produce simple, compound, and complex sentences.

L.3.1.A Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.

L.3.1.H Use coordinating and subordinating conjunctions.

(D) Determine the total number of objects when equally-sized groups of objects are combined or arranged in arrays up to 10 by 10

3.OA.1 Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 × 7.

(E) Represent multiplication facts by using a variety of approaches such as repeated addition, equal-sized groups, arrays, area models, equal jumps on a number line, and skip counting

(Y3) Recall multiplication facts of two, three, five and ten and related division facts (ACMNA056)

3.OA.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. By the end of Grade 3, know from memory all products of two one-digit numbers.

(H) Determine the number of objects in each group when a set of objects is partitioned into equal shares or a set of objects is shared equally

3.OA.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. For example, describe a context in which a number of shares or a number of groups can be expressed as 56 ÷ 8.

(E) Represent multiplication facts by using a variety of approaches such as repeated addition, equal-sized groups, arrays, area models, equal jumps on a number line, and skip counting

3.OA.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. By the end of Grade 3, know from memory all products of two one-digit numbers.

(E) Represent multiplication facts by using a variety of approaches such as repeated addition, equal-sized groups, arrays, area models, equal jumps on a number line, and skip counting

3.OA.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. By the end of Grade 3, know from memory all products of two one-digit numbers.