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Mrs. Vidmontas’ Grade 3 4 Year Overview

 Science Social Phys. Ed. Term #1 Drama Dance Language Term #1 Math Term #1 Term #1 Studies Term Music Term #1 Art Term #1 Term Term #1 #1 #1 These expectations may change depending on the direction of the School Improvement Plan. Any expectations not specifically listed are ongoing or a focus in both terms. Number Sense & Numeration Quantity R elationships : Whole Number - represent, compare, and order whole numbers to 1000 - read and print in words whole numbers to 100   - identify and represent the value of a digit in a number according to its position in the number - compose and decompose three- di git numbers into hundreds, tens, and ones   - round two - digit numbers to the nearest ten, in problems arising from real - life situations - represent and explain, using concrete materials, the relationship among the numbers 1, 10, 100, and 1000   - represent, compa re, and order whole numbers to 10 000, using a variety of tools - demonstrate an understanding of place value in whole numbers and decimal numbers from 0.1 to 10 000, using a variety of tools and strategies - read and print in words whole numbers to one thou sand, using meaningful contexts - round four - digit whole numbers to the nearest ten, hundred, and thousand, in problems arising from real - life situations - represent, compare, and order decimal numbers to tenths, using a variety of tools and using standard d ecimal notation Fractions - divide whole objects and sets of objects into equal parts, and identify the parts using fractional names without using numbers in standard fractional notation - represent fractions using concrete materials, words, and standard fractional notation, and explain the meaning of the denominator as the number of the fractional parts of a whole or a set, and the numerator as the number of fractional parts being conside red - compare fractions to the benchmarks of 0, 1/2, and 1 - demonstrate and explain the relationship between equivalent fractions, using concrete materials and drawings Money - represent and describe the relationships between coins and bills up to \$10   - est imate, count, and represent the value of a collection of coins and bills with a maximum value of \$10  - read and represent money amounts to \$100 Whole Number - solve problems that arise from real- life situations and that relate to the magnitude of whole numb ers up to 1000 - solve problems that arise from real- life situations and that relate to the magnitude of whole numbers up to 10 000 Counting (ongoing) - count forward by 1’s, 2’s, 5’s, 10’s, and 100’s to 1000 from various starting points, and by 25’s to 1000 starting from multiples of 25   - count backwards by 2’s, 5’s, and 10’s from 100 using multiples of 2, 5, and 10 as starting points, and count backwards by 100’s from 1000 and any number less than 1000 - count forward by halves, thirds, fourths, and tenths t o beyond one whole, using concrete materials and Soils in the Environment Canada 1.1 use self-awareness and self-monitoring skills to help them understand their strengths and needs, take responsibility for their actions C1.1 - Sing in tune, unison songs, partner songs and rounds and/or play accompani me nts from a wide variety of cultures, styles and historical periods D1.1 - Create two and three dimensiona l works of art that express personal feelings and ideas inspired by the environme nt or have the community as their subject B1.2 - and World Demonst A1.1 – Connectio ns: Urban rate how Imitate Rocks and the moveme Oral & Visual Communication: 1.4 - Demonstrating Understanding of the information and ideas in a variety of oral texts by identifying the important information or ideas and some supporting details 1.4 demonstrate an understanding of the information and ideas in a variety of oral texts b y summarizing important ideas and citing important details Minerals and Rural Communiti es element of time nts found in their Strong Stable and place natural Structures 1.1 use self-awareness and can environm Pulleys and People and Environm self-monitoring skills to help them understand their strengths and needs, support the ent (i.e. falling Gears deve lop snow, ents: take responsibility for their actions, recognize sources of stress, and monitor their own progress, as they participate in physical activities, develop movement competence, and acquire knowledge and skills related to healthy living melting ice) Political ment of Regions role (i.e., of tableaux Canada with A1.1 urban translate 1.5 - Distinguish between stated and implied ideas in oral texts 1.5 make inferences using stated and implied ideas in oral texts and rural into setting) dance a variety C1.1 sing of and/or D1.1 create B1.2 moveme 1.6 - Extend understanding of oral texts by connecting the ideas in them to their own knowledge, experience, familiar texts or the world around them 1.6 extend understanding of oral texts by connecting the ideas in them to their own knowledge, experience, and insights; to other texts, including print and visual texts; and to the world around them play, in two- and demonst nt tune, from three- rate an sequenc es 1.3 communicate musical dimension understa effectively, using verbal or notation, al works nding of observe non - verbal means, as a ppropriate, and interpret in formation unison of art that the d in and two- express element nature part music feelings of role (e.g., with and ideas by wind to 1.3 communicate simple inspired selective tornado; effectively, using verbal or non - verbal means, as accompani by their ly using water ments interests a few freezing and 1.7 - Identify and explain the importance of significant ideas and information in oral texts 1.7 analyse oral texts and explain how specific elements in them contribute to meaning (e.g., ideas and information, body language, tone of voice) from a and other appropriate, and interpret in formation accurately as they participate in physical activities, develop movement competence, and acquire knowledge and skills related to healthy living wide experience elements melting variety of s (e.g., a of a cultures, comic drama caterpill ar styles, and strip or a storyboard featuring a space (e.g., historical time and evolving into a periods place; (e.g., relations butterfly Reading: perform folk songs voyage; an oil pastel hip; focus and ) 1.4 - Demonstrate understanding of a variety of texts by identifying important ideas and some supporting details 1.4 demonstrate understanding of a variety of texts by summarizing important ideas and citing supporting details 1.5 thinking skills and processes to assist them in making use critical and creative with syncopatio drawing of peers in emphasis ) to A1.3 - n and sports or build Create connectio ns, pla nning and setting goals in physical education traditional dance belief in dance songs with poses; a a role phrases a simple painted still life of and using a harmony establish 1.5 creative thinking processes to assist them in making connections, planning and use a range of critical and part) objects related to its dramatic variety of pattern forms 1.5 - Make inferences about texts using stated and implied ideas from the texts as C1.2 - Apply the a hobby) context
 texts they plan to create 3.2 - I dentify an appropriate form to suit the specific purpose and audience for a media text they plan to create 3.2 identify an appropriate form to suit the specific purpose and audience for a media text they plan to create of mode, and identify the mode in a set of data - demonstrate , through investigation, an understanding of median and determine the median of a set of data - describe the shape of a set of data across its range of values, using charts, tables, and graphs the set of data bunches up around the median - compare similarities and differences between two related sets of data, using a variety of strategies without equipment, alone and with others, moving at different speeds and levels, using different pathways, and going in different directions how they are used (e.g., identify the mood of a piece and describe how the elements of music are used to create the mood) variety of audienc in the art works, e communi and member ty identify s the feelings, issues, A3.2 identify themes, and social and B2.1 demonstrate an understanding that different physical activities have different components (e.g., movement skills, rules and boundaries, conventions of fair play and etiquette), and apply this understanding as they participate in and explore a variety of individual and small- group activities describe concerns the that they convey different roles of dance in their D3.1 - lives Identify and in and commun describe a ities variety of visual art forms they see in their home, at school, in around the world (e.g., to socialize B2.1 demonstrate an understanding of the basic components of physical activities (e.g., movement skills, game structures, basic rules and guidelines, conventions of fair play and etiquette), and apply this understanding as they participate in a variety of physical activities ; for entertain the ment; to community commun , and in icate visual art experience and tell stories) s (e.g., original paintings at a community gallery, sculptures in local parks). D3.1 describe how visual art forms and styles represent various messages and contexts in the past and present (e.g., images that promote businesses , events, or festivals; paintings)

Mrs. Vidmontas’ Grade 3 4 Year Overview

experiment, explaining their reasoning; conduct the
experiment; and compare the result with the prediction -
demonstrate, through investigation, an understanding of
fairness in a game and relate this to the occurrence of
equally likely outcomes -determine, through
investigation, how the number of repetitions of a
probability experiment can affect the conclusions drawn
different body parts,
with and without
equipment, while
and by the
voyageurs
D3.2
moving around others
and equipment
C3.2-
B2.2 apply a variety of
simple tactics to
increase their chances
of success during
physical activities
position in
the ball when playing
small-sided games
such as two-on-two or
to be ready for a quick
start in a race; practise
a balance routine on a
line in the gym while
waiting for a turn on a
balance beam or a
bench)
Identify
through
performing
and/or
listening, a
variety of
musical
forms or
pieces from
different
communitie
s, times and
demonstrate
an
awareness
of a variety
of art forms,
styles, and
and describe
how they
reflect the
diverse
cultures,
times, and
places in
which they
places
C3.2
demonstra
te an
awareness
, through
listening,
of the
B3.2 -
Demonstra
te an
awareness
of ideas
and
emotions
expressed
in drama
works from
communiti
es around
the world
(i.e ., ideas
friendship
or loyalty
or power or
perseveran
ce in
dramas
based on
fairy tales,
legends
etc.)
B2.2 identify common
features of specific
categories of physical
activities* (e.g.,
individual, target,
net/wall, striking/
elding, territory), and
identify common
strategies and tactics
that they found
effective while
participating in a
variety of physical
activities in different
categories
characteris
tics of
musical
B3.2
forms and
demonstra
te an
of diverse
awareness
times,
of
places,
different
and
kinds of
communiti
drama and
theatre
es
from
different
times and
places and
of how
they
reflect
their
contexts