Grade 3 News

Newsletter #1: How We Express Ourselves UOI

UOI 5: How We Express Ourselves

Transdisciplinary Theme:

An inquiry into the ways in which we discover and express ideas, feelings, nature, culture, beliefs and values; the ways in which we reflect on, extend and enjoy our creativity; our appreciation of the aesthetic.

Central idea: Advertising and mass media influence how we think and the choices we make.

Key concepts: function, change, responsibility

Related concepts: advertising, mass media, visual communication

Lines of inquiry

  • The purpose of advertising. (function)
  • The types, styles, and locations of advertisements (change)
  • The power of visual communications (logo, trademarks, signs) (responsibility)

UOI Field Trip- The Puppet Co.

Students will be learning about advertising and how word choice and perspective changes the purpose of an advertisement. Students will be delving deeper into how words can impact our perspective by reading other fairy and folk tales from the perspective of the antagonist. The play will tie into our unit with the key concept of perspective, and how one's perspective can alter how they view things.

What Are We Learning This Unit?


New Homework:

Students are no longer doing the weekly spiral review for homework. Ms. Ahmed, the fourth-grade teacher, has requested that ALL third-grade students fluently know their multiplication facts prior to starting fourth grade. Students start fourth grade with long division and multi-digit multiplication, and it becomes challenging to learn these new concepts if they are not completely fluent in their multiplication facts.

To help students with their multiplication fluency each student is given fluency homework on They are required to practice for 15 minutes every night Monday thru Thursday. (If they would like to practice more than 15 minutes, that is completely okay, and if they want to practice on the weekends, that is okay too.)

If you have any questions or need further clarification on this homework, please email me and I will try my best to clarify, inshaAllah.

Red, Yellow, and Blue Groups

Students extend and deepen Grade 2 practice with equal shares to understanding

fractions as equal partitions of a whole (2.G.3). Their knowledge becomes more formal as they work with area models and the number line. Throughout the module, students have multiple experiences working with the Grade 3 specified fractional units of halves, thirds, fourths, sixths, and eighths. To build flexible thinking about fractions, students are exposed to additional fractional units such as fifths, ninths, and tenths.

Students begin this module with actively partitioning different models of wholes into equal parts (e.g., concrete models and drawn pictorial area models on paper). They identify and count unit fractions as 1 half, 1 fourth, 1 third, 1 sixth, and 1 eighth in unit form. In Topic B, students are introduced to the fraction form (3.NF.1) and understand that fractions are numbers. Just like any number, they can be written in different forms.

Students compare and make copies of unit fractions to build non-unit fractions. They understand unit fractions as the basic building blocks that compose other fractions (3.NF.3d), which parallels the understanding that the number 1 is the basic building block of whole numbers (e.g., 1 and 1 and 1 make 3 just as 1 third and 1 third and 1 third make 1). In Topic C, students practice comparing unit fractions using fraction strips. They specify the whole and label fractions in relation to the number of equal parts in that whole (3.NF.3d).

Students then transfer their work to the number line. They begin by using the interval from 0 to 1 as the whole. Continuing beyond the first interval, they partition, place, count, and compare fractions on the number line (3.NF.2a, 3.NF.2b, 3.NF.3d). Next, they notice that some fractions with different units are placed at the exact same point on the number line, and therefore, are equal (3.NF.3a). For example, 1/2, 2/4, 3/6, and 4/8 are equivalent fractions (3.NF.3b); they are different ways of naming the same number.

Students recognize that whole numbers can be written as fractions, as exemplified on the number lines to the left (3.NF.3c). The module concludes with comparing fractions that have the same numerator. As students compare fractions by reasoning about their size, they understand that fractions with the same numerator and a larger denominator are actually smaller pieces of the whole (3.NF.3d). These activities leave the students with a new method for precisely partitioning a number line into unit fractions of any size without using a ruler.

Purple Group

Topic A begins with solving one- and two-step word problems based on a variety of topics studied throughout the year and including all four operations (3.OA.8). The lessons emphasize modeling and reasoning to develop solution paths. They incorporate teacher-facilitated problem solving, opportunities for students to independently make sense of problems and persevere in solving them, and time for students to share

solutions and critique peer strategies.

Topic B introduces an exploration of geometry. Students build on Grade 2 ideas

about polygons and their properties, specifically developing and expanding their

knowledge of quadrilaterals. They explore the attributes of quadrilaterals and

classify examples into various categories, including recognizing the

characteristics of polygons (3.G.1). Students draw polygons based on their

attributes, producing sketches from descriptions like, “This shape has two long

sides that are parallel, two short sides, and no right angles.”

In Topic C, as they learn about perimeter as an attribute of plane figures, students apply their knowledge to real-world situations through problem solving (3.MD.8). They measure side lengths of shapes in whole number units to determine perimeter and solve problems where side lengths are given. They use string and rulers to measure

the length around circles of different sizes. This variation prompts students to think more flexibly about perimeter, understanding that it can be the boundary of any shape and that its measurements are not limited to whole numbers. The topic ends with problems in which some measurements around the perimeter of a polygon are unknown but can be determined by reasoning. Students consider the efficiency of their

strategies and identify tools for solving; for example, they use multiplication as a tool when measurements are repeated.

Topic D utilizes the line plot, familiar from Module 6, to help students draw conclusions about perimeter and area measurements (3.MD.4). Early in the topic, students find different possible perimeters or areas for rectangles based on information given about the rectangles. For example, using knowledge of factors from experience with multiplication, students find the following:

 Different perimeters of rectangles composed of a given number of unit squares (3.MD.8).

For example, given a rectangle composed of 24 unit squares, students find four possible perimeters: 50, 28, 22, and 20 length units.

 Different areas of rectangles with a given perimeter and composed of unit squares.

For example, students use unit squares to build rectangles with a perimeter of 12 units and determine that they can do so using 5, 8, or 9 unit squares. (Forming rectangles with unit squares results in whole number side lengths.) Students use line plots to show the number of rectangles they were able to construct for each set of given information. The line plots are tools that students use to help them analyze and draw conclusions about their data. Students draw their rectangles on grid paper and reason about their findings. They notice, for example, that for rectangles of a given area, those with side lengths that are equal or almost equal (more square-like) have smaller perimeters than those whose side lengths are very different (a long and narrow shape).

By the end of the topic, students are able to conclude that there is no direct relationship between area and perimeter. If an area is given, there is no way of knowing a shape’s corresponding perimeter without more information about the side lengths.

In Topic E, students solve problems involving area and perimeter. After an initial lesson of problem solving with perimeter, students create a robot composed of rectangles. Given specific perimeter measurements for the rectangles, they reason about the different possible side lengths. Students compare and analyze their work, discussing how different choices for side lengths can affect area while conforming to the criteria for

perimeter. Students synthesize their learning in the final lessons through solving word problems involving area and perimeter using all four operations (3.OA.8).

Topic F concludes the school year with a set of engaging lessons that briefly review the

fundamental Grade 3 concepts of fractions, multiplication, and division. This topic comes after the End-of-Module Assessment. It begins with a pair of lessons on fractions, engaging students in analyzing and creating unusual representations of one-half, such as those shown to the right. Students analyze and discuss these representations, using their knowledge of fractions to justify their constructions and critique the work of others. The final lessons in this topic are fluency based and engage students in games that provide practice to solidify their automaticity with Grade 3 skills. Using simple origami techniques, students create booklets of these games. The booklets go home and become resources for summer practice.

English Language Arts

This term the students are working on opinion and persuasive writing. We have started this unit by reading opinion/persuasive articles and identified the author's opinion and their reasons and explanations behind their purpose. The students have used an OREO graphic organizer.

O- state the Opinion

R- provide a Reason

E - Explain the reason/give Examples

O- restate the Opinion



What Makes Me Unique and how to describe myself. –كيف أصف نفسي؟ ما الذي يجعلني فريد

Students will be working on writing a paragraph about what makes each of them unique. Students will be expected to describe physical and personality attributes using a variety of appropriate adjectives. Student will be able to correctly use descriptive adjectives, subject pronouns, and nominal sentences

Students will learn about:

• Adjectives and how to correctly form nominal sentences

• Verbs and pronouns associated with daily activities

• Taa’ Marboota and gender differentiation in Arabic

• Cognates “English words of Arabic Origin”

• Comparative and Superlative forms

• Was and Will usage in singular forms “كان” and "سوف"

• Future Tense in Arabic


  • Read and memorize Surat Ar-Rahman and Al-Aadiyat with fluency and tajweed.

  • Know the general meaning of Surat Al-Aadyat and Ar-Rahman.

  • Fluency: read pages 9,10 from Surat Al-Baqarah. ·

  • Tajweed: review Hamzat Alwasl and Hamzat Al-Qati (همزة الوصل وهمزة القطع)..

Islamic Studies:

Third grade students will learn the description of prophet Muhammad (PBUH) physically and personally.

Etiquette's of fasting to prepare the students for the most accurate practice of fasting during the Holly month of Ramadan.

Aqidah: The messengers of Allah in details .

ACTFL Standards:

Interpersonal Communication:

  • I can communicate basic information about my everyday life.
  • I can talk about what I eat, and do.

  • I can communicate basic information about myself and people I know.
  • I can communicate something about friends and classmates.

Presentational Speaking:

  • I can present information about myself and others using words and phrases
  • I can say what I look like
  • I can say what I am like
  • I can say what someone looks like
  • I can say what someone is like

  • I can talk about my daily activities using words, phrases, and memorized expressions.
  • I can name activities in my daily schedule

Presentational Writing:

  • I can list my daily activities and write lists that help me in my day to day life.
  • I can label activities and their times in my daily schedule
  • I can write the date and the days of the week.
  • I can write about a familiar experience or event using practiced material

Interpretive Listening:

• I can recognize and sometimes understand words and phrases that I have learned for specific purposes

ACTFL Standards:

1. I can ask for, follow, and give instructions for preparing food.

2. I can express my thoughts about a current event I have learned about or researched.

3. I can give multi-step instructions for preparing a recipe

4. I can present about a topic from an academic subject.

5. I can write a simple summary about something I have researched.

6. I can read/ understand some short stories.


    Students will experiment with tessellation in geometric Islamic art and create artworks that use line, color, shape, form, space, and texture, they will manipulate different mediums as means of cultural expression. They will also be introduced to the principles of repetition and harmony.

    Targeted MSDE Standards:

    2.0 Historical, Cultural, and Social Context:

    Students will demonstrate an understanding of visual arts as an essential aspect of history and human experience.

    • Compare processes used to interpret and express ideas in the visual arts and other discipline
    • Compare skills and processes used in the visual arts and other disciplines to express ideas
    • Select and use visual arts processes and similar processes used in other disciplines to express ideas