Grade 3 News

Newsletter #1: How The World Works UOI

UOI 3: How The World Works

Transdisciplinary Theme:

An inquiry into the natural world and its laws; the interaction between the natural world (physical and biological) and human societies; how humans use their understanding of scientific principles; the impact of scientific and technological advances on society and on the environment.

Central idea: Engineers innovate to solve problems.

Key concepts: causation, form, connection

Related concepts: patterns, cause & effect, cycles, engineering, inventions

Lines of inquiry

  • The need for inventions (Causation)
  • The design cycle (Form)
  • The impact of design and technology on daily life (Connection)

UOI Field Trip - Maryland Science Center on February 1, 2018

Students will need to wear their formal uniform and have a brown bag lunch (more details and permission slips will be sent home in the coming weeks).

Students will be attending The Engineered by Design enrichment program at the Maryland Science Center. They will further explore the engineering design process, and be challenged to follow the design process in order to design a solution for a given task.

The students will also watch Dream Big, an IMAX film, in which engineering will be discussed as a heroic and creative field. They will also learn about young engineers that have created life-saving and world-altering marvels. This film will inspire the students to become the innovators of the 21st century.

What Are We Learning This Unit?


Students begin to conceptualize area as the amount of two-dimensional surface that is contained within a plane figure. They come to understand that the space can be tiled with unit squares without gaps or overlaps (3.MD.5). Students decompose paper strips into square inches and square centimeters, which they use to tile 3 by 4, 4 by 3, and 2 by 6 rectangles. They compare rectangles tiled with like units and notice different side lengths but equal areas. Topic A provides students’ first experience with tiling from which they learn to distinguish between length and area by placing a ruler with the same size units (inches or centimeters) next to a tiled array. They discover that the number of tiles along a side corresponds to the length of the side (3.MD.6).

Students progress from using square tile manipulatives to drawing their own area models. Anticipating the final structure of an array, they complete rows and columns in figures such as the example shown to the right. Students connect their extensive work with rectangular arrays and multiplication to eventually discover the area formula for a rectangle, which is formally introduced in Grade 4 (3.MD.7a).

Students manipulate rectangular arrays to concretely demonstrate the arithmetic properties in anticipation of the lessons that follow. They do this by cutting rectangular grids and rearranging the parts into new wholes using the properties to validate that area stays the same, despite the new dimensions. They apply tiling and multiplication skills to determine all whole number possibilities for the side lengths of rectangles given their areas (3.MD.7b). These activities create an opportunity for students to solve problems involving area (3.MD.7b). Students decompose or compose composite regions, such as the one shown to the right—into non-overlapping rectangles, find the area of each region, and then add or subtract to determine the total area of the original shape. This leads students to find the areas of rooms in a given floor plan (3.MD.7d).

Purple Group

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 leaves students with a new method for precisely partitioning a number line into unit fractions of any size without using a ruler.

English Language Arts

  • I can find the answers to specific questions within the stories that I read.
  • I can remember and retell different kinds of stories from many cultures.
  • I can figure out the lessons or morals of the stories that I read and explain that message using details from the story.
  • I can describe characters in stories and explain how their actions affect the story.
  • I can figure out the meanings of words or groups of words in stories by thinking about how they are used.
  • I can tell the difference between literal and nonliteral language when I read.
  • I can write and talk about fiction by using the words for the different parts (e.g., chapter, scene, stanza).
  • I can describe how new parts of fiction build on the parts that have already happened.
  • I can tell the difference between what I think and what the author or characters might think in a story.
  • I can explain how the author uses illustrations to help the meaning in a story.
  • I can ask and answer questions to show that I understand the information that I am reading.
  • I can describe how some scientific ideas are related.
  • I can describe how the steps in a set of directions is related.
  • I can figure out the meanings of words and phrases in science and social studies texts.
  • I can use search tools on the computer to find information quickly.
  • I can write organized stories that have lots of details.
  • I can write stories from different points of view that have characters and a plot.
  • I can use dialog between my characters and describe their actions & feelings to help others understand the plots of my stories.
  • I can use temporal words (first, next, then, finally, etc.) to help others understand the order in my stories.
  • I can write conclusions (endings) to my stories.
  • I can write for different purposes, audiences, and topics.
  • I can plan, revise and edit my writing with the help of peers and adults.
  • I can use technology to create and publish my writing.


  • I can define a simple design problem reflecting a need or a want that includes specific criteria for success or constraints on materials, time, or cost.
  • I can generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.
  • I can plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.


Students will be exploring about our Muslim scientists and how did they do great impact on the scientific knowledge to the whole world in medicine, engineering and chemistry .. Students will learn to use vocabulary associated with the categories outlined above. In addition, students will learn how to tell time in Arabic, to count to 1000, and to use incomplete verbs ( (كان واخواتها in the past, present, and future tense.

ACTFL Standards:

Interpersonal communication:

1. I can talk about Muslim scientists, and inventions they made.

Presentational Writing:

1. I can write about one of the famous scientist.

2. I can write about one of the famous inventions that was made by a Muslim scientist.

Presentational Speaking:

1. I can talk about food based on a picture or a photo

2. I can state my favorite food and drinks and those I don’t like


Students will:

  • Read and memorize Surat Al-A’ala and At-Tareq with fluency and Tajweed.
  • Know the general meaning of Surat Al-A’ala and At-Tareq.
  • Write the Surahs after the memorization.
  • Review from Surat Al-Burooj to Surat An-Nas.
  • Read Surat Al-Kahf with Tajweed.

Islamic Studies

Scope, objective and Goals

Technology is a great blessing and provides mankind with many things. Prayer is the primary way we connect to Allah and balance our lives. How should we view technology’s influence on worship and prayer? How has technology helped our prayer and how has the desire to worship led to innovation and technology?


Prayer-Sunnah, wajib, farid, what breaks the prayer, how can we concentrate in our prayer, why should we concentrate in.

Technology Benefits and harms of technology.

What is good technology and bad technology?

History of Prophet Sulayman and the Islamic scientist (ابن الهيثم).

Duaa: O Allah increase my knowledge./وقل رب زدنى علما ، اللهم انفعني بما علمتنى


    Art experiences

    Students will discover connections between Art and mechanical engineering.

    Mechanical Sculpture (Kinetic art + science)

    Masking fluid in watercolor artwork

    The element of value

    Targeted MSDE Standards

    3.0 Creative Expression and Production: Students will demonstrate the ability to organize knowledge and ideas for expression in the production of art.

    2. Investigate a variety of ways that artists develop ideas and organize the elements of art in response to what they see, know, and artworks

    a. Identify sources for ideas and procedures used to create artworks

    b. Identify color, line, shape, texture, form, space, and selected principles of design, such as pattern, repetition, and contrast in artworks that convey what they see, know, and feel


    In PE, we will continue working on building running stamina and slowly start increasing the distance we run each class. We've done activities to help show the students the difference between jogging and sprinting. They are now familiar with both terms, and are focusing on jogging in order to build their stamina and work up to running a full mile insha'Allah.

    We are also working on improving sportsmanship by:

    • Being principled and playing fairly, even if it means losing the game.
    • Encouraging teammates and including everyone, regardless of skill level.
    • Respecting the decision of the referee.