3rd Grade

Read about the Third Grade Curriculum.


The New York State Standards guide English Language Arts instruction in the Franklin Square Schools. The curriculum emphasizes the connection among reading, writing, listening, and speaking.

As listeners and readers, students will collect facts and ideas; discover relationships, analyze information, relate literature to their own lives, and use oral and written language for effective social communication.

As speakers and writers, students will use oral and written language to acquire, apply and transmit information; for self-expression, artistic creation, and to present opinions and make judgments.


  • Read and understand written directions
  • Locate information in a text that is needed to solve a problem
  • Identify main ideas and supporting details in informational texts
  • Recognize and use organizational features of texts, including table of contents, indexes, page numbers, and chapter headings/subheadings to locate information, footnotes, italics, captions, bold print
  • Relate data and facts from informational texts to prior information and experience
  • Compare and contrast information on one topic from two different sources
  • Identify and interpret significant facts taken from maps, graphs, charts, and other visuals
  • Recognize the differences among the genres of stories, poems, and plays
  • Identify and relate setting, plot, and characters in literature to own lives
  • Explain the difference between fiction and nonfiction
  • Use previous reading and life experiences to understand and compare literature
  • Make predictions, and draw conclusions and inferences about events and characters
  • Use graphic organizers to record significant details about characters and events in stories
  • Evaluate the content by identifying:
    • The author’s purpose
    • Important and unimportant details
    • Whether events, actions, characters, and/or settings are realistic
    • Recurring themes across works in print and media
  • Compare and contrast characters, plot, and setting in two literary works
  • Analyze ideas and information based on prior knowledge and personal experience


  • Use at least two sources of information in writing a report
  • Take notes to record data, facts, and ideas
  • State a main idea and support it with facts and details
  • Produce clear, well-organized, and well-developed explanations, reports, and directions that demonstrate understanding of a topic
  • Support interpretations and explanations with evidence from text
  • Write original imaginative texts
  • Create characters, simple plot and setting
  • Write interpretive and responsive essays in order to:
    • Identify title, author, and illustrator
    • Describe literary elements such as plot, setting, characters
    • Describe themes of imaginative texts
    • Express a personal response to literature
  • Produce clear, well-organized responses to stories read or listened to, supporting the understanding of themes, characters, and events using details from story
  • Use prewriting tools such as semantic webs and concept maps to organize ideas and information
  • State a main idea, theme, or opinion and provide supporting details from the text
  • Use relevant examples, reasons, and explanations to support ideas
  • Express opinions and make judgments that demonstrate a personal point of view


Listen in order to:

  • Acquire information and/or understand procedures
  • Determine the sequence of steps given
  • Identify main ideas and supporting details
  • Interpret information by drawing on prior knowledge and experience
  • Identify elements of character, plot, and setting to understand author’s message or intent
  • Connect imaginative texts to previous reading and life experiences to enhance understanding and appreciation
  • Compare and contrast ideas of others to own ideas
  • Form a personal opinion about the quality of texts read aloud based on criteria such as characters, plot, and setting


Speak in order to:

  • Provide directions
  • Express an opinion
  • Ask questions
  • Summarize
  • Provide a sequence of steps
  • Describe a problem and suggest one or more solutions
  • State a main idea with supporting examples and details
  • Explain a line of reasoning
  • Present a short oral report, using at least two sources of information, such as a person, a book, a magazine article, a television program, or electronic text
  • Use complete sentences, age and content-appropriate vocabulary
  • Describe characters, setting, and plot
  • Make inferences and draw conclusions
  • Compare imaginative texts and performances to personal experiences and prior knowledge
  • Explain the reasons for a character’s actions, considering both the situation and the motivation of the character
  • Express an opinion or judgment about a character, setting, and plot in a variety of works


The goal of our math program is to develop problem solving, reasoning abilities, and computational abilities. With an emphasis on thinking skills, the 3rd grade curriculum will incorporate the following topics and skills:

  • Skip count by 25’s, 50’s, 100’s to 1,000
  • Read and write whole numbers to 1,000
  • Compare and order numbers to 1,000
  • Understand the place value structure of the base ten number system:

10 ones = 10
10 tens – 1 hundred
10 hundreds – 1 thousand

  • Use a variety of strategies to compose and decompose three-digit numbers
  • Use and explain the commutative property of addition and multiplication
  • Use 1 as the identity element for multiplication
  • Use the zero property of multiplication
  • Understand and use the associative property of addition
  • Develop an understanding of fractions as part of a whole unit and as part of a collection
  • Use manipulatives, visual models, and illustrations to name and represent unit fractions as part of a whole or a set of objects
  • Understand and recognize the meaning of numerator and denominator in the symbolic form of a fraction
  • Recognize fractional numbers as equal parts of a whole
  • Explore equivalent fractions
  • Compare and order unit fractions (1/2, 1/3, 1/4) and find their approximate locations on a number line
  • Identify odd and even numbers
  • Develop an understanding of the properties of add/even numbers as a result of addition or subtraction
  • Use a variety of strategies to add and subtract 3 digit numbers (with and without regrouping)
  • Develop fluency with single digit multiplication facts
  • Use a variety of strategies to solve multiplication problems with factors up to 12 x 2
  • Use the area model, tables, patterns, arrays, and doubling to provide meaning for multiplication
  • Demonstrate fluency and apply single digit division facts
  • Use tables, patterns, halving, and manipulatives to provide meaning for division
  • Develop strategies for selecting the appropriate computational and operational method in problem solving situations
  • Estimate numbers up to 500
  • Recognize real world situations in which an estimate (rounding) is more appropriate
  • Check reasonableness of an answer by using estimation

Algebra Strand

  • Use the symbols <, >, = (with and without the use of a number line) to compare whole numbers and unit fractions
  • Describe and extend numeric (+, -) and geometric patterns

Geometry Strand

  • Define and use correct terminology when referring to shapes (circle, triangle, square, rectangle, rhombus, trapezoid, and hexagon)
  • Identify congruent and similar figures
  • Name, describe, compare and sort three dimensional shapes: cube, cylinder, sphere, prism, and cone
  • Identify the faces on a three dimensional shape as two dimensional shapes
  • Identify and construct lines of symmetry

Measurement Strand

  • Select tools and units (customary) appropriate for the length measured
  • Use a ruler/yardstick to measure to the nearest standard unit (whole and ½ inches, whole feet, and whole yards)
  • Measure objects, using ounces and pounds
  • Recognize capacity as an attribute that can be measured
  • Compare capacities (i.e., Which contains more? Which contains less?)
  • Measure capacity, using cups, pints, quarts and gallons
  • Count and represent combined coins and dollars, using currency symbols ($0.00)
  • Relate unit fractions to the fact of the clock: Whole = 60 minutes; ½ = 30 minutes; ¼ = 15 minutes
  • Tell time to the minute, using digital and analog clocks
  • Select and use standard (customary) and non-standard units to estimate measurements

Statistics and Probability Strand

  • Formulate questions about themselves and their surroundings
  • Collect data using observation and surveys, and record appropriately
  • Construct a frequency table to represent a collection of data
  • Identify the parts of pictographs and bar graphs
  • Display data in pictographs and bar graphs
  • State the relationships between pictographs and bar graphs
  • Read and interpret data in bar graphs and pictographs
  • Formulate conclusions and make predictions from graphs


Instruction in our schools employs a “hands-on” discovery approach to science that promotes the implementation of the scientific method. The science curriculum encourages students to think critically and reason scientifically. The science program presents in-depth exploration of three areas: Life Science, Physical Science and Earth Science. Topics for the third grade program include:

  • Earth Science
    • Patterns in the Sky
    • The Solar System 
  • Physical Science
    • Matter and Its Properties
    • Changes in Matter
    • Energy
  • Life Science
    • Plants and How They Grow
    • How Animals Live
    • Plants and Animals Living Together 



Our goals are to develop healthy living habits and to provide children with information they need to prevent injury and/or abuse to themselves and others. In third grade, the learning experiences will include:

  • Developing an awareness of good health habits (hygiene, care of teeth and gums, exercise and sleep, safety)
  • Developing healthy, responsible values and attitudes related to substance abuse (drugs, alcohol, tobacco)
  • Understanding nutrition (nutrients and the types; amounts of food in a healthful diet; sanitary food storage and nutrition; digestion)


In the grade three social studies program, students study about communities throughout the world. The five social studies standards form the basis for this investigation as students learn about the social, political, geographic, economic, and historic characteristics of different world communities. Students locate world communities and learn how different communities meet their basic needs and wants. Students begin to compare the roles of citizenship and the kinds of governments found in various world communities.


  • Government Concepts
    • Governments in communities make, carry out and enforce laws.
    • Governments in communities have power and authority. They plan, organize and make decisions.
  • Geography Concepts
    • World communities can be located on maps and globes.
    • The spatial relationships of world communities can be described by direction, location, distance and scale.
    • Regions represent areas of the Earth’s surface with similar characteristics (physical features).
    • Earth’s continents and oceans can be located on maps and globes (latitude and longitude).
  • Communities Around the World
    • Similarities and difference
    • Change over time
    • Location of world communities
    • Challenge of meeting needs and wants in communities
    • Physical, human, cultural characteristics of communities
    • Economic decision making in world communities
    • Symbols of citizenship in world communities
    • Making and changing rules and laws
    • Governments around the world
  • Japan
  • Mexico


Students in the Franklin Square Schools are provided with opportunities to experience learning activities outside the regular classroom. In coordination with classroom topics, these special area classes enrich learning and contribute to the students’ development and knowledge. The special area subjects provide opportunities for students to demonstrate their special talents and skills in these areas:


  • Learn basic art vocabulary
  • Express feelings, thoughts, and experiences
  • Experimenting with mixing color; review color theory
  • Learning to select and make color choices
  • Learn the principles and elements of design
  • Recognizing the textural characteristics of objects and materials
  • Using space and/or three dimensional work to achieve balance, depth, and design
  • Developing an appreciation for art
  • Developing work habits and organizational skills
  • Using a variety of art media to create
  • Learn to analyze a work of art


The students in the Franklin Square Schools have access to computers both in the computer lab, and in their own classrooms. In 3rd grade, the students are provided with opportunities to apply the knowledge they have learned in their classrooms about communities to develop their own ideas in a computer project. The following computer skills will be developed:

  • Using a word processing program
  • Creating original graphic scenes
  • Modifying and editing graphics from a library
  • Researching information using electronic media


  • Recorder:
    • Fingering
    • Reading pitches and rhythms and applying them to the recorder
    • Play simple tunes
    • Use the recorder as an accessible instrument in preparation for band instruments in 4th grade
  • Movement and Dance:
    • Holiday dances
  • Performance:
    • Begin instilling good performance practices


  • Skills (stressing form, control, moving targets, stationary targets)
    - Throwing - Catching - Batting
    - Dribbling - Kicking
  • Physical Activities:
    • Strategies (Teach offense/ defense; introduce standardized games; build cooperative activities)
    • Rhythm and Dance (Line dancing, party dancing, square dancing, folk dancing, juggling, exercising to a rhythm)
  • Physical Fitness:
    • Health Related Fitness/Wellness (Reinforce pulse and respiration rate; develop cool down / warm up activities; exercises for muscular/skeletal form)
    • Personal Goals (Personal programs to improve cardiorespiratory endurance, flexibility, muscular strength, endurance, and body composition )
    • Sportsmanship (Accepts individuals with different skill and development levels)
  • Community Resources: (Develop an awareness of opportunities available to them within their community and county to engage in physical activity)


When the 3rd grade students visit the school library media center, the following skills will be stressed:

  • Practicing library procedures and library citizenship
  • Selecting books for classroom projects
  • Expanding library terms to include: table of contents, index, and glossary
  • Understanding the Dewey Decimal System of non-fiction books
  • Identifying parts of the cards in the Card Catalog (subject, author, title cards, and outside guides)
  • Engaging in various genre of literature (folk tales, fantasy, poetry, etc.)
  • Studying selected authors and their works
  • Celebrating holidays and themes through literature
  • Using computers and other state-of-the-art technology within the library program
  • Using multi-media materials (videos, filmstrips, and audio-cassettes) for literature and pleasure
  • Developing listening skills through read alouds and storytelling in the Story Corner
  • Developing a love for reading