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In order to homeschool third grade successfully and allow your child to reach all their objectives, it’s important to know what to teach and when. Since many concepts build on each other, teaching them in the right sequence will help students gain a thorough understanding before they move on to more advanced concepts.

Let’s Read English provides the 3rd grade scope and sequence for math, language arts, science and social studies, and this page will give you an overview of what you can expect your child to learn with our award-winning curriculum.

Chapter 1: “Number Theory and Systems”

Convert numbers containing two to six digits from standard form to expanded form and vice versa.

Write numbers up to six digits using oral and written cues.

Order numbers up to six digits and compare numbers using the symbols <, >, and =.

Round numbers up to the ten-thousands to the nearest ten. Use number lines and knowledge of place value.

Round numbers up to the ten-thousands to the nearest hundred. Use number lines and knowledge of place value.

Round numbers to the nearest ten, to the nearest hundred, and to the nearest thousand.

Chapter 2: “Addition and Subtraction”

Add three or more single digit addends. (grouping property) Add 2- and 3-digit numbers. (with and without regrouping)

Subtract 2-and 3-digit numbers. (with regrouping) Subtract 2- and 3-digit numbers when minuend has multiple zeros. (with regrouping)

Estimate sums and differences using rounding.

Chapter 3: “Multiplication and Division”

An introduction to multiplication (0-12 x 0-12) including multiplication by 0 and 1, using arrays and tables.

Define and list multiples of a given number (1-10). Explore multiplication as repeated addition and arrays.

Multiply two whole numbers with and without regrouping in which one factor is a one-digit number and the other is a 2-digit number. Multiply mentally by 10, 100, and 1000.

Multiply one-digit whole numbers by multiples of 10 in the range 10 – 90 using strategies based on place value and properties of operations.

An introduction to simple division problems including divisions involving 0 and 1 and divisions involving remainders using tables and other manipulatives.

Recognize and use basic division facts to 100 ÷ 10, and identify dividend, divisor, and quotient. Describe these division properties: you cannot divide by 0, and any number divided by 1 equals that number.

Represent and solve problems involving division. Interpret quotients of whole number as the either the number of objects in each share when objects are partitioned equally, or as the number of shares.

Represent and solve problems involving division. Use division within 100 to solve word problems in situations involving equal groups by using drawings and equations with a symbol for the unknown number to represent the problem.

Divide two-digit dividends by one-digit divisors, with and without remainders.

Chapter 4: “Number Patterns”

Identify arithmetic patterns using an addition table.

Identify arithmetic patterns using a multiplication table, and explain them using properties of operations.

Chapter 5: “Multiplication and Division Problem Solving”

Solve a multi-step word problem using multiplication and division.

Understand division as an unknown-factor problem.

Understand multiplication and use strategies to fluently multiply within 100.

Understand division and use strategies to fluently divide within 100.

Chapter 6: “Fractions”

Recognize fractions as part of a whole and understand the meaning of the numerator and the denominator.

Identify the fraction shown by a point on a number line and learn how to place a fraction on a number line.

Understand two fractions as equivalent if they are the same size, or the same point on a number line.

Compare two fractions with the same numerator or the same denominator using fraction models.

Chapter 7: “Fractions and Decimals”

Identify parts of a set and parts of a whole with equivalent fractions with denominators up to 10.

Identify equivalent fractions. (1/2 = 2/4)

Order fractions with like denominators and compare fractions using the symbols <, >, and =.

Explore the relationship between fractions and decimals. (tenths and hundredths)

Identify decimals to the hundredths place. Read and write decimals to the hundredths.

Order decimals to the hundredths place, and compare decimals using the symbols <, >, and =.

Chapter 8: “Money”

Count collection of coins and bills up to $50. Add and subtract dollar amounts. (dollar and cents)

Solve word problems that involve the value of coins, bills, and making change.

Solve problems involving unit price of items.

Chapter 9: “Patterns”

Identify and extend repeating patterns and apply pattern rules using shapes, colors and numbers.

Identify and extend patterns and apply pattern rules using a sequence of related numbers.

Apply the appropriate rule to complete a chart including input/output tables.

Chapter 10: “Algebra”

Represent and evaluate written relationships as numeric expressions.

Determine the unknown whole number in a multiplication equation relating three whole numbers.

Determine the unknown whole number in a division equation relating three whole numbers.

Solve for an unknown quantity in an equation. Example: 3 + __ = 7.(Example: missing addend or missing factor)

Understand properties of multiplication and apply these properties as strategies to multiply.

Understand properties of division and apply these properties as strategies to divide.

Use the Order (Commutative) and Grouping (Associative) Properties of Addition and Multiplication to find equivalent expressions or equations containing an unknown quantity.

Chapter 11: “Properties of Shapes”

Describe line segments, lines, and line pairs.

Identify and classify angles as right, acute, or obtuse.

Identify the attributes of polygons (sides and angles) and sort by particular characteristics of the plane figure.

Identify the attributes of solid figures (edges, vertices, and faces) such as cubes, rectangular prisms, rectangular pyramids, cones, cylinders, and spheres and sort by particular characteristics.

Identify and create a two-dimensional representation of a three-dimensional figure.

Chapter 12: “Coordinate Geometry”

Find the horizontal or vertical distance between two points on a coordinate grid.

Plot a point on a coordinate grid given an ordered pair and write the ordered pair of a point shown on a coordinate grid.

After being given navigational directions from the initial point, identify the ordered pair of the final point.

Chapter 13: “Transformations and Symmetry”

Given a plane figure, identify the congruent shape and create a congruent shape using other plane figures.

Apply a slide, flip, or turn to a plane figure and predict the result. Identify the image of a plane figure as a slide, flip, or turn.

Use line and point symmetry to identify and create symmetrical figures.

Chapter 14: “Time”

Define, tell, and show time to the hour, half hour, and quarter hour. Define, tell, and show time to the 5 and 1 minute intervals.

Find elapsed time using minutes, hours, days, and weeks. Develop measuring skills and demonstrate understanding of concepts related measuring time.

Solve problems of elapsed time using a number line.

Interpret time schedules using minutes, hours, days, and weeks.

Chapter 15: “Customary System”

Define units of length. (inch, foot, yard, mile) Estimate and compare length. Measure to the nearest half-inch.

Define units of capacity. (cup, pint, quart, gallon) Estimate and compare capacity.

Define units of weight. (ounce, pound) Estimate and compare weight.

Read thermometer to nearest 5-degree interval.

Chapter 16: “Metric System”

Define units of length. (centimeter, decimeter, meter) Estimate and compare length. Measure to the nearest centimeter.

Define units of capacity. (milliliters, liters) Estimate and compare capacity.

Define units of mass. (grams, kilograms) Estimate and compare mass.

Read thermometer to nearest 5-degree interval.

Chapter 17: “Solving Problems Involving Volume and Mass”

Estimate volumes of objects in liters and milliliters by comparing to benchmark objects.

Solve real-world problems involving mass in kilograms and grams, and volume in liters.

Chapter 18: “Area”

Measure the area of a rectangle using unit squares.

Find the area of a figure by counting unit squares.

Find the area of a rectangle by tiling and by multiplying the side lengths.

Interpret y = mx + b as a linear function.

Find the area of a rectangle by multiplying the length and width.

Find the area of a rectangle by dividing it into two smaller rectangles.

Find area by decomposing composite shapes into rectangles and adding the areas.

Chapter 19: “Perimeter and Area”

Find perimeter by counting units and by adding lengths. Measure to find the perimeter. Select appropriate label for measurement.

Find area by counting units. Multiply to find area. Select appropriate labels of measurement.

Compare perimeter and area.

Chapter 20: “Display and Interpret Data”

Display and interpret data in pictographs.

Display and interpret data in vertical and horizontal bar graphs.

Display and interpret data in tables including tally, data, and frequency tables.

Display and interpret data in frequency tables using two attributes.

Chapter 21: “Probability”

Determine the certainty, likelihood, and fairness of events.

Determine and list all the possible outcomes of an event.

Chapter 22: “Problem-Solving”

Use Polya’s four-step method to solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown.

Solve two-step word problems using the four operations. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.

Chapter 1: “Vocabulary Skills”

The student will demonstrate knowledge by determining the meaning of synonyms from grade level appropriate vocabulary, by correctly choosing a given word or phrase that means the same thing, in reading.

The student will demonstrate knowledge by determining the meaning of antonyms from grade level appropriate vocabulary, by correctly choosing a given word or phrase that means the opposite, in reading.

The student will be able to analyze and determine the correct meaning of a word, based on the prefix of the root word or how the prefix is used in the context of a passage.

The student will be able to analyze and determine the correct meaning of a word, based on the suffix of the root word or how the suffix is used in the context of a passage.

The student will be able to identify and select the appropriate homophone or word that sounds the same, based on the context of a passage which fits the best meaning of the given word or phrase.

The student will be able to identify and analyze the author’s use of idioms, based on the context of a passage and how these expressions are used in literal and interpretative information.

Chapter 2: “Process Skills: Think Alouds”

Use the reading comprehension process skills of summarizing, predicting, visualizing, questioning, and clarifying with extensive scaffolding and support, through think aloud prompts.

Use the reading comprehension process skills of summarizing, predicting, visualizing, questioning, and clarifying with scaffolding and support, through think aloud prompts.

Use the reading comprehension process skills of summarizing, predicting, visualizing, questioning, and clarifying to independently read and comprehend texts with minimal think aloud support.

Chapter 3: “Comprehension: Literature”

Use knowledge, information, and ideas from literary or expository texts to make inferences about the text (e.g., make inferences, draw conclusions, make generalizations, and infer sequence of events.

Identify the main idea(s) or theme(s), distinguishing them/it from supporting details in a literary text.

Develop summaries or paraphrase information from literary or expository text containing context clues.

Identify characters and compare and contrast characters within a literary text.

Identify and describe the setting(s) in a literary text

Identify plot by using story elements including the main problem and solution.

Chapter 4: “Comprehension: Informational Text”

Identify the main idea(s) using the supporting details in an expository text.

Students will be introduced to variations in language, specifically how common phrases like “spilled the beans” can have nonliteral meanings.

Students will understand some variations in language, specifically how common phrases like “penny pincher” can have nonliteral meanings, and that digital texts have specific features, like hyperlinks.

Students will be introduced to the concepts of shades of meaning, point of view, and context clues. They will apply these skills when reading two authentic nonfiction texts, “Homesick” and “Wall of Wonder”.

Students will review shades of meaning, point of view, and context clues. They will apply these skills when reading an authentic nonfiction text, “Cats versus Dogs: Who makes a better friend?”

Students will review shades of meaning, point of view, and context clues. They will apply these skills when reading an authentic nonfiction text, “Food Fight.”

Identify and use knowledge of the author’s purpose to comprehend the writing of a literary or expository text.

Read and interpret charts and graphs.

Compare and contrast characters, settings, ideas, information and/or plot within a text or between two or more genre sources (literary or expository) that include figurative language such as similes.

Students will be introduced to scientific vocabulary and high utility academic words. Main idea and details will be reviewed before students compare and contrast these elements in two nonfiction texts.

Students will be introduced to scientific vocabulary and high utility academic words. Main idea and details will be reviewed before students compare and contrast these elements in two nonfiction texts.

Students will be introduced to scientific concepts, high utility academic words, and root words. Students will compare and contrast the main ideas and details in two nonfiction texts about ice.

Identify literary or expository text that is organized in sequential/chronological order using words (first, next, last, then, finally, etc.) or phrases (to begin with, in addition to, etc.).

Distinguish between fact and opinion in an expository text.

Identify and distinguish between cause and effect in expository and literary texts.

Chapter 5: “State Simulation Assessments”

Students will demonstrate knowledge of comprehension skills on grade level appropriate literary and expository passages, with questions that simulate a high-stakes assessment.

Chapter 6: “Family – ILA”

The student will learn thematic content through discovery, and achieve comprehension by reading literature with emphasis on vocabulary. Authentic fiction literature is included.

Through a series of learning activities focused on discovery, recognition, and application, the student will practice language arts skills.

Chapter 7: “Community – ILA”

The student will learn thematic content through discovery, and achieve comprehension by reading literature with emphasis on vocabulary.

Through a series of learning activities focused on discovery, recognition, and application, the student will practice language arts skills.

Chapter 8: “Friendship – ILA”

The student will learn thematic content through discovery, and achieve comprehension by reading literature with emphasis on vocabulary.

Through a series of learning activities focused on discovery, recognition, and application, the student will practice language arts skills.

Chapter 9: “Tall Tales – ILA”

The student will learn thematic content through discovery, and achieve comprehension by reading literature with emphasis on vocabulary.

Chapter 10: “Folktales – ILA”

Chapter 11: “Fairy Tales – ILA”

The student will learn thematic content through discovery and achieve comprehension by reading literature with emphasis on vocabulary. Authentic Caldecott-winning fictional literature is included.

Chapter 12: “Animals – ILA”

The student will learn thematic content through discovery and achieve comprehension by reading literature with emphasis on vocabulary. Authentic fiction literature is included.

Chapter 1: Forces

Changes in Motion focuses on motion and the forces (like gravity and friction) that can change it as well as patterns of motion that can be predicted.

Chapter 2: Energy

Electricity & Magnetism focuses on the invisible forces of static electricity and magnetism as well as conductors and insulators and current electricity.

Chapter 3: Reproduction

Life Cycles focuses on the fact that all living things (plants and animals) have a unique life cycle but that they all include the stages of birth, growth and development, reproduction, and death.

Inheritance & Environment focuses on traits of living things and how they can be inherited or acquired, or influenced by the environment.

Chapter 4: Ecosystems

Adaptations & Variations focuses on changes in behavior and physical characteristics that can happen in a species, based on their needs and their environment.

Chapter 5: Earth

Weather & Climate focuses students’ attention on designing solutions for weather related hazards as well as weather patterns and the affects of weather on our every day lives.

Chapter 6: Space

Our Solar System focuses on the sun, our eight planets and other smaller bodies orbiting within our solar system.

Chapter 1: “Vikings”

Describe the period known as the Viking Age, including dates, deeds, and exploration of the Atlantic Ocean. Explain the Scandanavian expression, ”to-go a-Viking,” and name some notorious activities and personality characteristics attributed to the Vikings. Describe the Viking warrior, including his armor, weapons, battle strategies, and tactics.

Explain the reasons the Vikings traveled by sea to other lands and the navigation methods used by the Vikings to determine directions and locations. Identify the kind of ship used for battle, and explain what made the ship sail at a fast speed.

Describe the role and importance of shipbuilding in the lives of the Vikings. Compare and describe the occupations of the majority of Vikings with the Viking warriors.

Describe the culture of the Vikings, including family life, food, clothing, literature, recreation, artistry, and burial customs. Explain the role of religion and the worship of the gods, Thor, and Frey.

Chapter Test: Vikings |

Chapter 2: “Alaskan Inuits”

Describe the region of the Alaskan Inuits, including land, climate, population, and environment. Estimate the number of years of habitation of the northwest coast or arctic homeland.

Explain why the region of Alaska is often called the “Land of the Midnight Sun.”

Explain why the Inuits were once called Eskimos, and know the various meanings of the word Eskimo. Identify the language of the Inuits and how words were constructed.

Describe the traditional way of life for the Inuits. Include food, clothing, hunting and fishing, travel, recreation, and art.

Describe the family life and group life of the Inuits. Identify rules of conduct, how disputes were settled, how children were treated, and how future marriage partners were chosen.

Investigate and describe the various shelters in which the Inuits lived, including tents, sod houses, and snow houses. Identify how these shelters were constructed.

Compare and contrast the traditional ways of the Inuits with their present ways of life. Include food, clothing, housing, employment, education, and values.

Chapter Test: Alaskan Inuits |

Chapter 3: “The World in Spatial Terms”

Use geographic tools, such as maps, globes, and atlases, to gather data about the Earth’s surface. Locate and name your community, state, country, and continent. Identify the major oceans: Pacific, Atlantic, Indian, Arctic and Antarctic. Identify the seven continents: Asia, Europe, Africa, North America, South America, Antarctica, and Australia. Identify the hemispheres: Northern, Southern, Western, and Eastern.

Demonstrate the ability to use the following geographic terms: harbor, island, bay, peninsula, gulf, ocean, coast, region, and mountain. Locate and label examples of each on a map, and write definitions of the terms.

Locate Alaska on a map and globe. Describe Alaska’s position relative to the rest of the continental United States. Locate and label the Gulf of Alaska and the Bering Strait.

Describe how climate, locations, and physical surroundings affect the ways people live in Alaska.

Use a map to locate the Rocky Mountains from New Mexico through Canada to northern Alaska.

Use a world map to locate the region of Europe that was once known as Scandanavia. Identify and label the three countries as they are now known (Denmark, Norway, and Sweden).

Chapter Test: The World in Spatial Terms |

Chapter 4: “Exploration of the Americas”

Identify several reasons that Europeans were willing to endure many hardships to explore and settle in new lands. Include the search for wealth, the desire to explore, the search for trade routes, new navigation methods, and religious missionary work.

Describe Christopher Columbus’s first journey to America. Identify the names of his three ships, the land he had mistakenly named India, the name he gave native people, and the day of his landing.

Explain whether or not Columbus learned after three additional voyages that he never reached India, but the New World. Identify the Italian trader and explorer who made the first voyage in 1499 to the New World for whom America was named. Identify the Spanish explorer who confirmed Vespucci’s conclusion regarding this new land.

Investigate how the voyages of Columbus reshaped America. Describe how these voyages exchanged plants, animals, and diseases between the Eastern and Western Hemispheres. Identify some of these plants, animals, and diseases.

Describe Ponce de Leon’s role in the settlement of Florida (including dates). Explain the legend of the ”Fountain of Youth” (where Ponce de Leon learned of the legend, and whether Ponce de Leon found the Fountain of Youth). Identify who killed Ponce de Leon (and how).

Describe the 1539 Spanish expedition led by Hernando de Soto to Florida. Include the battle with the Cherokee Indians and how de Soto was associated with the Mississippi River. Identify how de Soto died and where he was buried.

Describe the founding of St. Augustine in 1565 and its heritage as the oldest city in the United States.

Describe the searches made by John Cabot and Henry Hudson for the Northwest Passage. Identify and locate the regions they found and the dates of their discoveries. Describe the hardships they encountered and the contributions they made to their countries.

Investigate the role Samuel de Champlain played in the region of New France. Identify, locate, and label the region Champlain discovered (Quebec). Identify, locate, and label the lakes Champlain explored and mapped (the western end of the St. Lawrence River, in northern New York).

Identify the early Spanish explorers in the lands that are now the states of Texas, New Mexico, Arizona, and California. Describe the contributions each of the explorers made.

Identify various U.S. missionary settlements (especially those in Texas and California). Explain why the Spanish government sent missionaries to the southwestern part of what is now the United States. Explain who Padre Junipero Serra was. Describe life in a mission. Include what services missions provided for Native Americans, and what leaders of missions expected in return from Native Americans.

Explain why Francisco Vásquez de Coronado organized an expedition to the Southwest in 1540. Describe the legend of the ”Seven Cities of Cibola.” Locate and label the areas: Grand Canyon and the Rio Grande.

Identify the region in which the Pueblo lived, the associated tribes (Hopi and Zuni), and the crops grown by them. Explain the conflicts between the Pueblo and the Spaniards.

Chapter Test: Exploration of the Americas |

Chapter 5: “North American Colonization”

Define colony. Use a map to locate and label the thirteen English colonies. Differentiate each colony by region: New England Colonies, Middle Colonies, and Southern Colonies.

Describe the two major changes, religion and economics, in England that caused the great interest in establishing the English colonies.

Explain how the first colony originated in Jamestown, Virginia (in 1607), and the role John Smith played. Describe the period known as the ”Starving Time.” Explain how land ownership and growth of tobacco crops were major reasons for the survival of the Jamestown economy.

Retell the legend and history of Pocahontas and John Rolfe. Explain their roles in the clashes between Native Americans.

Describe the beliefs held by Puritans. Explain why some Puritans were called Pilgrims, and why, in 1620, the Puritans left Europe for Massachusetts.

Explain several reasons why European colonists moved to America. Include the search for good farmland, trade opportunities, and religious freedom.

Explain the 1637 conflicts between Puritans and Native Americans. Describe the reasons for King Philip’s War (in 1675).

Identify the founders and dates of the following colonies: the Carolinas, Georgia, New Jersey, Delaware, and New York. Explain why the purchase of Manhattan Island was the most profitable land purchase in history.

Explain slave trade in the Southern Colonies and its economic impact. Explain the differences between indentured servants, and slaves as property. Describe the voyage known as the Middle Passage and its conditions for captured Africans.

Describe the establishment of the Plymouth Colony by the Pilgrims Include discussion of: the importance of religious freedom, the voyage of the Mayflower, the 1620 Mayflower Compact, and the first Thanksgiving. Explain why the Plymouth Colony was taken over by the Massachusetts colony.

In general terms, describe colonial life in America. Include areas such as colonial economy, society, government, homes, churches, schools, transportation, communication, art, and science.

Chapter Test: North American Colonization |

Chapter 6: “Rural, Suburban, Urban Region”

Identify your community as rural, urban, or suburban. Identify the general features of each of these communities as related to size, density, and grasslands.

Describe the characteristics of rural, urban, and suburban communities in terms of housing, community size, populations, jobs, culture, recreation, and transportation.

Compare and contrast these different types of communities in the United States. Locate each type of community on a U.S. map.

Describe the relationship between people and their environments in rural, urban, and suburban communities.

Describe the various landforms and bodies of water that may be found in rural, urban, and suburban communities.

Identify the natural resources in your community. Describe ways in which people can protect these resources.

Describe how rural, urban, and suburban communities have developed and changed over time.

Chapter Test: Rural, Suburban, Urban Region |

Chapter 7: “Economics”

Explain why people earn, save, and spend money.

Describe how people in the United States are dependent upon other countries for goods (products). Explain the interdependence of people and products in your community.

Describe the differences between employer and employees and the responsibilities and duties of each.

Explain the different ways people can use banks: to save and to borrow money. Explain why banks charge interest to the borrower.

Name the natural resources and the goods produced in your local region.

Distinguish between imports and exports.

Identify the various ways that goods are produced: agriculture, manufacturing, mining, and trade.

Chapter Test: Economics |

Chapter 8: “Citizenship & Government”

Explain why all communities and states have governments and laws. Identify some laws in your community.

Name the heads of your local and state government. Describe how the responsibilities of a mayor and governor differ. Identify some of the responsibilities of local government. Describe what a city council does and how people can become members of a city council.

Explain what a town meeting is, what issues may be discussed, and how decisions are made. Identify some issues in your community that need to be addressed.

Explain why it is important for people to take part in local government by voting. Describe ways in which you have participated in voting at home, in school, or within groups and organizations.

Identify leaders who have made a difference in the development of your community. Describe the contributions they have made.

Chapter Test: Citizenship & Government |

Chapter 9: “Chronology”

The learner will understand the concept of time and chronology by reading and constructing timelines.

Describe historical times in terms of years, decades and centuries.

Chapter Test: Chronology |