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Homework Policy	Discipline Policy
Acceptable Internet Use Policy	Daily Schedule

Third Grade Language Arts Common Core Standards

Key Ideas and Details:

CCSS.ELA-LITERACY.RL.3.1
Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

CCSS.ELA-LITERACY.RL.3.2
Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.

CCSS.ELA-LITERACY.RL.3.3
Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events

Craft and Structure:

CCSS.ELA-LITERACY.RL.3.4
Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.

CCSS.ELA-LITERACY.RL.3.5
Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.

CCSS.ELA-LITERACY.RL.3.6
Distinguish their own point of view from that of the narrator or those of the characters.

Integration of Knowledge and Ideas:

CCSS.ELA-LITERACY.RL.3.7
Explain how specific aspects of a text's illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting)

CCSS.ELA-LITERACY.RL.3.8
(RL.3.8 not applicable to literature)

CCSS.ELA-LITERACY.RL.3.9
Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series)

Range of Reading and Level of Text Complexity:

CCSS.ELA-LITERACY.RL.3.10
By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2-3 text complexity band independently and proficiently.

Common Core Mathematics Standards

Operations & Algebraic Thinking

Represent and solve problems involving multiplication and division.

CCSS.MATH.CONTENT.3.OA.A.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.

CCSS.MATH.CONTENT.3.OA.A.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.

CCSS.MATH.CONTENT.3.OA.A.3
Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.¹

CCSS.MATH.CONTENT.3.OA.A.4
Determine the unknown whole number in a multiplication or division equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 × ? = 48, 5 = _ ÷ 3, 6 × 6 = ?

Understand properties of multiplication and the relationship between multiplication and division.

CCSS.MATH.CONTENT.3.OA.B.5
Apply properties of operations as strategies to multiply and divide.²Examples: If 6 × 4 = 24 is known, then 4 × 6 = 24 is also known. (Commutative property of multiplication.) 3 × 5 × 2 can be found by 3 × 5 = 15, then 15 × 2 = 30, or by 5 × 2 = 10, then 3 × 10 = 30. (Associative property of multiplication.) Knowing that 8 × 5 = 40 and 8 × 2 = 16, one can find 8 × 7 as 8 × (5 + 2) = (8 × 5) + (8 × 2) = 40 + 16 = 56. (Distributive property.)

CCSS.MATH.CONTENT.3.OA.B.6
Understand division as an unknown-factor problem. For example, find 32 ÷ 8 by finding the number that makes 32 when multiplied by 8.

Multiply and divide within 100.

CCSS.MATH.CONTENT.3.OA.C.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.

Solve problems involving the four operations, and identify and explain patterns in arithmetic.

CCSS.MATH.CONTENT.3.OA.D.8
Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.³

CCSS.MATH.CONTENT.3.OA.D.9
Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations. For example, observe that 4 times a number is always even, and explain why 4 times a number can be decomposed into two equal addends.

Numbers and Operations

Use place value understanding and properties of operations to perform multi-digit arithmetic.¹

CCSS.MATH.CONTENT.3.NBT.A.1
Use place value understanding to round whole numbers to the nearest 10 or 100.

CCSS.MATH.CONTENT.3.NBT.A.2
Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.

CCSS.MATH.CONTENT.3.NBT.A.3
Multiply one-digit whole numbers by multiples of 10 in the range 10-90 (e.g., 9 × 80, 5 × 60) using strategies based on place value and properties of operations.

Develop understanding of fractions as numbers.

CCSS.MATH.CONTENT.3.NF.A.1
Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b.

CCSS.MATH.CONTENT.3.NF.A.2
Understand a fraction as a number on the number line; represent fractions on a number line diagram.

CCSS.MATH.CONTENT.3.NF.A.2.A
Represent a fraction 1/b on a number line diagram by defining the interval from 0 to 1 as the whole and partitioning it into b equal parts. Recognize that each part has size 1/b and that the endpoint of the part based at 0 locates the number 1/b on the number line.

CCSS.MATH.CONTENT.3.NF.A.2.B
Represent a fraction a/b on a number line diagram by marking off a lengths 1/b from 0. Recognize that the resulting interval has size a/band that its endpoint locates the number a/b on the number line.

CCSS.MATH.CONTENT.3.NF.A.3
Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size.

CCSS.MATH.CONTENT.3.NF.A.3.A
Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line.

CCSS.MATH.CONTENT.3.NF.A.3.B
Recognize and generate simple equivalent fractions, e.g., 1/2 = 2/4, 4/6 = 2/3. Explain why the fractions are equivalent, e.g., by using a visual fraction model.

CCSS.MATH.CONTENT.3.NF.A.3.C
Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers. Examples: Express 3 in the form 3 = 3/1; recognize that 6/1 = 6; locate 4/4 and 1 at the same point of a number line diagram.

CCSS.MATH.CONTENT.3.NF.A.3.D
Compare two fractions with the same numerator or the same denominator by reasoning about their size. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model.

Measurement and Data

Solve problems involving measurement and estimation.

CCSS.MATH.CONTENT.3.MD.A.1
Tell and write time to the nearest minute and measure time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes, e.g., by representing the problem on a number line diagram.

CCSS.MATH.CONTENT.3.MD.A.2
Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l).¹ Add, subtract, multiply, or divide to solve one-step word problems involving masses or volumes that are given in the same units, e.g., by using drawings (such as a beaker with a measurement scale) to represent the problem.²

Represent and interpret data.

CCSS.MATH.CONTENT.3.MD.B.3
Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step "how many more" and "how many less" problems using information presented in scaled bar graphs. For example, draw a bar graph in which each square in the bar graph might represent 5 pets.

CCSS.MATH.CONTENT.3.MD.B.4
Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units— whole numbers, halves, or quarters.

Geometric measurement: understand concepts of area and relate area to multiplication and to addition.

CCSS.MATH.CONTENT.3.MD.C.5
Recognize area as an attribute of plane figures and understand concepts of area measurement.

CCSS.MATH.CONTENT.3.MD.C.5.A
A square with side length 1 unit, called "a unit square," is said to have "one square unit" of area, and can be used to measure area.

CCSS.MATH.CONTENT.3.MD.C.5.B
A plane figure which can be covered without gaps or overlaps by n unit squares is said to have an area of n square units.

CCSS.MATH.CONTENT.3.MD.C.6
Measure areas by counting unit squares (square cm, square m, square in, square ft, and improvised units).

CCSS.MATH.CONTENT.3.MD.C.7
Relate area to the operations of multiplication and addition.

CCSS.MATH.CONTENT.3.MD.C.7.A
Find the area of a rectangle with whole-number side lengths by tiling it, and show that the area is the same as would be found by multiplying the side lengths.

CCSS.MATH.CONTENT.3.MD.C.7.B
Multiply side lengths to find areas of rectangles with whole-number side lengths in the context of solving real world and mathematical problems, and represent whole-number products as rectangular areas in mathematical reasoning.

CCSS.MATH.CONTENT.3.MD.C.7.C
Use tiling to show in a concrete case that the area of a rectangle with whole-number side lengths a and b + c is the sum of a × b and a × c. Use area models to represent the distributive property in mathematical reasoning.

CCSS.MATH.CONTENT.3.MD.C.7.D
Recognize area as additive. Find areas of rectilinear figures by decomposing them into non-overlapping rectangles and adding the areas of the non-overlapping parts, applying this technique to solve real world problems.

Geometric measurement: recognize perimeter.

CCSS.MATH.CONTENT.3.MD.D.8
Solve real world and mathematical problems involving perimeters of polygons, including finding the perimeter given the side lengths, finding an unknown side length, and exhibiting rectangles with the same perimeter and different areas or with the same area and different perimeters.

Reason with shapes and their attributes.

CCSS.MATH.CONTENT.3.G.A.1
Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four sides), and that the shared attributes can define a larger category (e.g., quadrilaterals). Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these subcategories.

CCSS.MATH.CONTENT.3.G.A.2
Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole. For example, partition a shape into 4 parts with equal area, and describe the area of each part as 1/4 of the area of the shape.

Mr. Jonathan
Room 9

DAILY SCHEDULE

Monday thru Wednesday schools’ dismissal is at 2:35. On Thursday and Friday dismissal is at 1:50. Students will go to the library every Wednesday at 8:50. On Tuesdays we will go to computer lab at 9 am.

Monday – Friday

8:00 – 8:15 Opening , homework

8:15 – 9:45 Language Arts

9:45 – 10:15 Interventions Rotation

10:15 – 10:30 RECESS

10:30 – 11:25 Mathematics (Common Core)

11:35 – 12:10 LUNCH

12:10 –12:50 ELD

12:50 – 2:30 Art / Music / Social Studies / Science /

2:35 Dismissal

Mr. Jonathan

---------------------------------------------- EN ESPAÑOL----------------------------------------------

HORARIO

Mr. Jonathan
Salón 9

De lunes a miércoles la salida será a las 2:35 y jueves a viernes la salida será a la 1:50. Los estudiantes irán a la biblioteca todos los jueves a las 8:00. Los miércoles estaremos en el laboratorio de computadoras a las 8:00 a.m.

Lunes – viernes

8:00 – 8:10 Apertura, tarea y asistencia

8:10 – 9:30 Escritura en el diario, vocabulario y gramática

9:45 – 10:15 Tutoria e intervención

10:15-10:30 Recreo

10:30-11:25 Matemáticas

11:25-12:10 Almuerzo

12:10 –12:50 Ingles

12:50 – 2:30 Estudios sociales / Ciencias / Arte / Música

2:35 Salida

Atentamente

Mr. Jonathan

HOMEWORK POLICY

ROOM 9

Homework n the Web

It’s with great pleasure that I provide a guide of practice activities for your child. In this website the students have their homework scheduled in the calendar of the website already planned for the whole year.

1. Language Arts homework:

a. Readings assigned everyday. Next day they have to take a test on the computer.

b. A page of spelling practice

2. Mathematics:

a. A math homework problems page.

All homework pages are in the Internet. If your child doesn’t know the homework for the day, check the website and you’ll find the homework for the day.

Mr. Jonathan

----------------------------------------EN__ESPAÑOL-------------------------------------

POLITICA DE TAREAS

SALON 9

Tarea en el Internet

Es un placer para mi presentar la guía de las actividades de práctica de su hijo/a Tengo un sitio en la Internet en el que ustedes pueden ver la tarea asignada diariamente en el calendario de tareas (http://mrjonathan.com). La tarea ya está escrita en el calendario para cada día del año escolar.

1. Tarea de Lenguaje:

La tarea de Lenguaje consiste de:

a. Lectura cada día, de la cual deberá tomar un examen de comprensión a la mañana siguiente. SE ESPERA QUE EL PADRE LEA CON EL HIJO

b. Una hoja de ejercicios

2. Tarea de Matemáticas:

La tarea de mtemáticas consiste de:

a. Una hoja de matemáticas, que si no la lleva a la casa, puede sacarla de la internet

Todas las hojas de tarea están en la internet. Si su hijo/a llega a casa sin tarea, no hay problema, sólamente consulte la internet y encontrará la tarea del día. Hay días que no hay clases, pero sí hay tarea. Por favor consulte la internet.

Atentamente

Mr.Jonathan

MOUNTAIN VIEW SCHOOL DISTRICT

Room 9

DISCIPLINE PLAN

Dear Parent(s):

        It is with great pleasure that I welcome your child to my class. We can all look forward to a very exciting and rewarding school year. In order to provide my students with the excellent educational climate they deserve, I have developed the following Classroom Discipline Plan that will be in effect at all times.

Rules of the class:

         1.     Respect everyone and their belongings

         2.     Be a problem solver

         3.     Make good choices at the right time

Consequences of the class

         Students earn credits in a credit card for each good activity they do.
         They can loose credits if they misbehave or make wrong decisions

REWARDS:

                  Students will receive:
                   Peace Builders praise notes
                  Credit card credits to shop in a surprise store
                  Principal's Caught being good tickets

All tickets will be used as raffle tickets for small toys and candy from the principal.

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         It is in your children’s best interest that we work together with regard to their education. I will thus, keep you informed about your child’s progress in my class.

         I have already discussed this plan with your children and would appreciate it if you would review it with them too.

         Thank you for your support.
                                                                                      Sincerely,

                                                                                      Mr. Jonathan

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