Myon Reading, Wonders and My Math MyHW

Math, Wonders, Myon Reading assignment.

Math Assignment Lesson , your turn practice work, writers workshop (quick write)

Math Lesson , Wonders, Myon Reading assignment.

Math Lesson , Wonders, Myon Reading assignment.

ELD.PI.3.1.Ex Exchanging information and ideas. Contribute to class, group, and partner discussions, including sustained dialogue, by following turn‐taking rules, asking relevant questions, affirming others, and adding relevant information.
ELD.PI.3.2.Ex Interacting via written English. Collaborate with peers on joint writing projects of longer informational and literary texts, using technology where appropriate for publishing, graphics, etc.
ELD.PI.3.6.Ex Reading/viewing closely. Describe ideas, phenomena (e.g., how cows digest food), and text elements (e.g., main idea, characters, events) in greater detail based on understanding of a variety of grade‐level texts and viewing of multimedia with moderate support.
ELD.PI.3.7.Ex Evaluating language choices. Describe the specific language writers or speakers use to present or support an idea (e.g., the specific vocabulary or phrasing used to provide evidence) with prompting and moderate support.
ELD.PI.3.8.Ex Analyzing language choices. Distinguish how different words with similar meanings (e.g., describing a character as happy versus ecstatic) produce shades of meaning and different effects on the audience.
ELD.PI.3.12.Ex Selecting language resources. Use a growing number of general academic and domain‐specific words in order to add detail, create an effect (e.g., using the word suddenly to signal a change), or create shades of meaning (e.g., scurry versus dash) while speaking and writing.
ELD.PII.3.2a.Ex a)Apply growing understanding of language resources that refer the reader back or forward in text (e.g., how pronouns refer back to nouns in text) to comprehending texts and writing texts with increasing cohesion.
ELD.PII.3.2b.Ex b)Apply growing understanding of how ideas, events, or reasons are linked throughout a text using a variety of connecting words or phrases (e.g., at the beginning/end, first/next) to comprehending texts and writing texts with increasing cohesion.
ELD.PII.3.3.Ex Use a growing number of verb types (e.g., doing, saying, being/having, thinking/feeling) and verb tenses appropriate for the text type and discipline to convey time (e.g., simple past for retelling, simple present for a science description).
ELD.PII.3.6.Ex Combine clauses in an increasing variety of ways (e.g., creating compound and complex sentences) to make connections between and join ideas, for example, to express cause/effect (e.g., The deer ran because the mountain lion came.) or to make a concession (e.g., She studied all night even though she wasn’t feeling well.).
California > Language Arts > 2010 >
Common Core Content Standards
RF.3.4 Read with sufficient accuracy and fluency to support comprehension.

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.
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.B.5
Apply properties of operations as strategies to multiply and divide.2
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.

ELD.PI.3.1.Ex Exchanging information and ideas. Contribute to class, group, and partner discussions, including sustained dialogue, by following turn‐taking rules, asking relevant questions, affirming others, and adding relevant information.
ELD.PI.3.2.Ex Interacting via written English. Collaborate with peers on joint writing projects of longer informational and literary texts, using technology where appropriate for publishing, graphics, etc.
ELD.PI.3.6.Ex Reading/viewing closely. Describe ideas, phenomena (e.g., how cows digest food), and text elements (e.g., main idea, characters, events) in greater detail based on understanding of a variety of grade‐level texts and viewing of multimedia with moderate support.
ELD.PI.3.7.Ex Evaluating language choices. Describe the specific language writers or speakers use to present or support an idea (e.g., the specific vocabulary or phrasing used to provide evidence) with prompting and moderate support.
ELD.PI.3.8.Ex Analyzing language choices. Distinguish how different words with similar meanings (e.g., describing a character as happy versus ecstatic) produce shades of meaning and different effects on the audience.
ELD.PI.3.12.Ex Selecting language resources. Use a growing number of general academic and domain‐specific words in order to add detail, create an effect (e.g., using the word suddenly to signal a change), or create shades of meaning (e.g., scurry versus dash) while speaking and writing.
ELD.PII.3.2a.Ex a)Apply growing understanding of language resources that refer the reader back or forward in text (e.g., how pronouns refer back to nouns in text) to comprehending texts and writing texts with increasing cohesion.
ELD.PII.3.2b.Ex b)Apply growing understanding of how ideas, events, or reasons are linked throughout a text using a variety of connecting words or phrases (e.g., at the beginning/end, first/next) to comprehending texts and writing texts with increasing cohesion.
ELD.PII.3.3.Ex Use a growing number of verb types (e.g., doing, saying, being/having, thinking/feeling) and verb tenses appropriate for the text type and discipline to convey time (e.g., simple past for retelling, simple present for a science description).
ELD.PII.3.6.Ex Combine clauses in an increasing variety of ways (e.g., creating compound and complex sentences) to make connections between and join ideas, for example, to express cause/effect (e.g., The deer ran because the mountain lion came.) or to make a concession (e.g., She studied all night even though she wasn’t feeling well.).
California > Language Arts > 2010 >
Common Core Content Standards
RF.3.4 Read with sufficient accuracy and fluency to support comprehension.

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.
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.B.5
Apply properties of operations as strategies to multiply and divide.2
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.

ELD.PI.3.1.Ex Exchanging information and ideas. Contribute to class, group, and partner discussions, including sustained dialogue, by following turn‐taking rules, asking relevant questions, affirming others, and adding relevant information.
ELD.PI.3.2.Ex Interacting via written English. Collaborate with peers on joint writing projects of longer informational and literary texts, using technology where appropriate for publishing, graphics, etc.
ELD.PI.3.6.Ex Reading/viewing closely. Describe ideas, phenomena (e.g., how cows digest food), and text elements (e.g., main idea, characters, events) in greater detail based on understanding of a variety of grade‐level texts and viewing of multimedia with moderate support.
ELD.PI.3.7.Ex Evaluating language choices. Describe the specific language writers or speakers use to present or support an idea (e.g., the specific vocabulary or phrasing used to provide evidence) with prompting and moderate support.
ELD.PI.3.8.Ex Analyzing language choices. Distinguish how different words with similar meanings (e.g., describing a character as happy versus ecstatic) produce shades of meaning and different effects on the audience.
ELD.PI.3.12.Ex Selecting language resources. Use a growing number of general academic and domain‐specific words in order to add detail, create an effect (e.g., using the word suddenly to signal a change), or create shades of meaning (e.g., scurry versus dash) while speaking and writing.
ELD.PII.3.2a.Ex a)Apply growing understanding of language resources that refer the reader back or forward in text (e.g., how pronouns refer back to nouns in text) to comprehending texts and writing texts with increasing cohesion.
ELD.PII.3.2b.Ex b)Apply growing understanding of how ideas, events, or reasons are linked throughout a text using a variety of connecting words or phrases (e.g., at the beginning/end, first/next) to comprehending texts and writing texts with increasing cohesion.
ELD.PII.3.3.Ex Use a growing number of verb types (e.g., doing, saying, being/having, thinking/feeling) and verb tenses appropriate for the text type and discipline to convey time (e.g., simple past for retelling, simple present for a science description).
ELD.PII.3.6.Ex Combine clauses in an increasing variety of ways (e.g., creating compound and complex sentences) to make connections between and join ideas, for example, to express cause/effect (e.g., The deer ran because the mountain lion came.) or to make a concession (e.g., She studied all night even though she wasn’t feeling well.).
California > Language Arts > 2010 >
Common Core Content Standards
RF.3.4 Read with sufficient accuracy and fluency to support comprehension.

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.
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.B.5
Apply properties of operations as strategies to multiply and divide.2
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.

ELD.PI.3.1.Ex Exchanging information and ideas. Contribute to class, group, and partner discussions, including sustained dialogue, by following turn‐taking rules, asking relevant questions, affirming others, and adding relevant information.
ELD.PI.3.2.Ex Interacting via written English. Collaborate with peers on joint writing projects of longer informational and literary texts, using technology where appropriate for publishing, graphics, etc.
ELD.PI.3.6.Ex Reading/viewing closely. Describe ideas, phenomena (e.g., how cows digest food), and text elements (e.g., main idea, characters, events) in greater detail based on understanding of a variety of grade‐level texts and viewing of multimedia with moderate support.
ELD.PI.3.7.Ex Evaluating language choices. Describe the specific language writers or speakers use to present or support an idea (e.g., the specific vocabulary or phrasing used to provide evidence) with prompting and moderate support.
ELD.PI.3.8.Ex Analyzing language choices. Distinguish how different words with similar meanings (e.g., describing a character as happy versus ecstatic) produce shades of meaning and different effects on the audience.
ELD.PI.3.12.Ex Selecting language resources. Use a growing number of general academic and domain‐specific words in order to add detail, create an effect (e.g., using the word suddenly to signal a change), or create shades of meaning (e.g., scurry versus dash) while speaking and writing.
ELD.PII.3.2a.Ex a)Apply growing understanding of language resources that refer the reader back or forward in text (e.g., how pronouns refer back to nouns in text) to comprehending texts and writing texts with increasing cohesion.
ELD.PII.3.2b.Ex b)Apply growing understanding of how ideas, events, or reasons are linked throughout a text using a variety of connecting words or phrases (e.g., at the beginning/end, first/next) to comprehending texts and writing texts with increasing cohesion.
ELD.PII.3.3.Ex Use a growing number of verb types (e.g., doing, saying, being/having, thinking/feeling) and verb tenses appropriate for the text type and discipline to convey time (e.g., simple past for retelling, simple present for a science description).
ELD.PII.3.6.Ex Combine clauses in an increasing variety of ways (e.g., creating compound and complex sentences) to make connections between and join ideas, for example, to express cause/effect (e.g., The deer ran because the mountain lion came.) or to make a concession (e.g., She studied all night even though she wasn’t feeling well.).
California > Language Arts > 2010 >
Common Core Content Standards
RF.3.4 Read with sufficient accuracy and fluency to support comprehension.

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.
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.B.5
Apply properties of operations as strategies to multiply and divide.2
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.